FITCHBURG STATE COLLEGE STUDENT NEWSPAPER
VOL. 5 NO. 5
DECEMBER 1, 1972
by LARRY ANTIL
By democratic vote (I got voted down)
"Care" was chosen as the theme by
the "Old Fogy's" Exceptional Child class
for a project he instigated in a last
ditch effort to add a little humanity
to this campus. This suave, silver-
haired gentleman, alias Dr. Goldman
Head of the Special Education Depart-
ment, does not have a plan to hide
''the pit" or hide the entire college
for that matter, but he does have a
plan to cover those ghastly, new parti-
tions in the Special Ed. office in Edger-
• Iy with great pieces of art. Where, you
may ask is this artwork to come from?
"Why from the vast and idle talented
of our very own college. If I may be
more precise the plan is as follows.
There is to be a picture painting contest
taking the theme of "Care" in which
all may enter. The paintings will be
about 5 feet by 3 feet on the supplied
paper using your own paints. All entries
should be in by the 11th to the 13th
of December so that they may be judged
by an impartial committee. The best
of the paintings will be hung on the
Special Ed. office partitions. Rewards
will be inner ones for the winners will
know that they have not only added an
esthetic touch to the campus but also
a little something for the inhabitants
of the cells in the Special Education
office to look at in their (cough) leisure.
If, after reading the above, you are
consumed by a burning desire to rank
among the greats of Rod Sterling's
"Night Gallery" be looking for more
information on the bulletin boards or
(if I should get it) in the Cycle.
P,S, Those of you who are in the sopho-
more class and are Special Ed. majors
will be getting threatening notes in
your mail boxes pertaining to a meeting
the 30th of November, All-College
Period. If you should eat, burn, or
throw this notice on the floor, there
will be more information concerning the
meeting in the next Cycle.
Business Vs Morality Vs The
Courts The Term Paper
by JOHN G' ORGE
If you were one of the 750 babies
that attended the John B. Sebastian
concert, than you know what's happening.
For you wlio don't, I'll try and tell you!
I walked into Weston Aud. and was
quite puzzled when I saw the stage, On
it was a fake fireplace (the kind you
see in the 5 & 10 at Christmas time),
a light blue easy chair and in the
background, a set of drums and a nume-
rous number of amplifiers of various
shapes, sizes and wattages. Suddenly
the show starts and out pops this
character by the name of Marty Mull.
He walks on stage wearing an ivy league
suit with white gloves and a pair of
M.'ckey Mouse shoes. He takes off the
gloves in a manner that only Amy
Vanderbuilt could love and goes into
his first number. My first response was
"This guy must be joking". When he
finished, the audience applauded but
each was saying to themselve" the things
you nave to listen to to see John Se-
bastian". Marty then started joking with
the audience. He tells them about his
new album and how he would like to play
a song from it. He then proceeds to take
out an album and points to the song on
the record and says 'I'd like to play
this one". He was the surprise of the
evening. His set was made up of the
most imaginative songs and demonstra-
tive pieces that I have ever seen at
a concert. The only person capable of
being as good as he is in lyrical wit,
is Randy Newman. His stage act puts
him far ahead of the usual solo act.
The highlight of his act was a French
song called "Odverous". For it. he put
on a beret, fake moustache, beard and
a real French red and white checkered
tablecloth and bib. His act was enjoyed
so much that he came out for three
The next group to come out was called
"Howdy Moon". They were an acoustic
folk type group made up of two men
and a woman. They displayed some of
the most beautiful harmonies this side
of Peter, Paul and Mary. They were
very good vocally and instrumentally,
but they lacked in their use of material.
The reason they didn't come across as
well was their nervousness on stage.
This is understandable considering that
this was their first nationwide tour and
that they are used to playing in small
Finally John Sebastian and band walked
on stage. The first number was a blues
featuring John on harmonica. It was clear
from the beginning that this was his
show. They then proceeded to do songs
from the John Sebastian and "Lovin'
Spoonful" albums. The highlight of the
evening was when John played his auto-
harp. It was almost like seeing the
'Lovin' Spoonful" again. From the
beginning of "You Didn't Have to Be
So Nice", the crowd was on its feet.
It turned into a fever pitch as John
went into "Do You Believe in Magic".
After doing a number of encores with
the band and finally a solo, the Cycle
was lucky enough to get an interview
with John. Here's what he had to say:
CYCLE: I understand that Crosby, Still
and Nash was originally supposed to be
called Crosby, Still, and Sebastian. What
can you tell us about this?
John: That was called the Reliability
Bros. Everyone that was in that group
had been kicked out of another group.
continued on page six
The Boston Globe
Thursday, October 26, 1972
By Margo Miller of the
US District Court Judge Frank J.
Murray took under advisement yesterday
a Federal request for authority to seize
the incoming mail of four Boston
companies which prepare and sell term
papers to college students.
Murray took the step after counsel
for the defendants answered government
testimony by saying their clients pre-
pared the papers for research purposes
only and not for submission as a stu-
dent's original work.
Named in the complaint, which changes
use of the mails to defraud, were In-
ternational Termpapers, Champion
Termpapers, Termpapers Unlimited,
and the Academic Research Group.
A similar action, citing 10 companies
as defendants, begins today in Suffork
Superior Court. That case, brought by
Boston University with at least seven
institutions sharing the legal fees, seeks
to ban the sale of termpapers.
"It is quite obvious, "Murray said
after lawyers for the defendants had
argued "that there is no challenge to
the facts." The companies, he summed
up, had produced the (term)papers and
mailed them out to purchasers-US Postal
Inspectors -for a fee, paid by check or
Each company, however, denied know-
ledge of the purchasers final use of
Attached to the suit, brought by the
US and the US Postal Service, are
affidavits by four postal inspectors
describing the term papers they bought
THE SGA PHONE IS LOCKED
FOR A REASON
A recent article in one of the Boston
daily papers stating that, "The search
continues at Salem State College to find
out why the telephone bill there totaled
$2,000 during the past year", prompted
an inquiry into procedures regarding
Fitchburg State College's SGA telephone
use. There is a lock on the phone in
the SGA office, something new this year.
vVhen asked if the lock on the Student
Government Association's phone was due
to circumstances similar to those at
Salem. Alice Seagull, President of the
SGA, explained that the phone in the
SGA office is billed separately from the
phones of the administration and business
"The SGA's phone bill last year was
over $2,000, while the budget allowed
for $1,825. "Miss Seagull stated. The
SGA President went on to explain that
out of this figure ($1825.) must come ail
office supplies AS WELL AS the phono
Several incidents of students abusing
telephone privileges last year (making
and accepting out-of-state calls of a
non-business nature) necessitated the
lock on the phone. Miss Seagull ex-
plained, "As a preventative measure."
Quick to be pointed out was the clari-
fication that any authorized groups or
individuals desiring to make calls of a
business nature may obtain the key to
the SGA phone from Alice Seagull, Rick
Paula, and, at a future time, from the
new SGA office secretary. All calls must
be logged for individual billing of clubs
Arguing for Academic Research
Group, Barry Levine told Murray that
Students who come to his office are
required to sign an affidavit saying they
won't submit the actual paper to a pro-
Levine suggested that the affidavit
was in the nature of consumer protection,
by preventing the use of the material
by another student.
Levine also pointed that each page
issued by Academic Research Group is
stamped "for research purposes only."
Postal Inspector James M. Tierney's
affidavit on the Academic Research
Group states that on July 25 he sent
an $1 money, order and two days later
received a nine-page paper entitled,
"James Baldwin-His Writings." The
termpaper, atached as an exhibit,
contains six footnotes and an 11-term
bibliography on the final page.
With this, Tierney also received a
letter signed by Academic Research
Group's Alan J. Kitty, stating that failure
by Tierney to provide the name of his
school "may result in a duplication
to the school or professor of the material
which you now have. Please call us and
correct our files."
FITCHBURG STATE COLLEGE-
The above reprinted article by Margo
Miller of the Boston Glove reincarnates
the conflicting, unresolved issues
brought on the college scene by the no-
so-new, mail-order termpaper compa-
nies. This time around, however,
morality may not be the issue to be
Several years ago when termpapers -
for-cash were first appearing on the
student market, the moral issue was
left to be decided by individual students
and their professors. "It's just not
honest to submit work as original that
is not your own."
The courts today may be deciding,
not the morality, but the legality of
mail-order termpapers by attacking the
companies providing such services
through charges of fraud.
Yet to be proven is the contention
that the termpapers companies do, in
fact, realize that the termpapers they
peddle on campuses in Massachusett
will not be used solely for "research
The question of morality was recently
brought up in a Worcester, Massa-
chusetts newspaper interview of several
central Massachusetts State College
newspaper editors. Questions were asked
regarding policy making on each campus
as concerns paid ads from the termpaper
companies wishing to advertise in school
papers. Is this a moral question'.'
continued on page two
DECEMBER 1, 1972
Will the real thief please stand out? Some disease has hit the FSC
campus and unless something is done, somebody is going to have to
pay for this pocketing of other people. To date, I know of two type-
writers, a wall clock, a stereo and tape player, and a small amount
of cash besides. Someone has been doing pretty well, don't you think!
No one would ever steal from a chapel. Yet, it was done! The tape-
player and stereo originated from there along with some various
religious albums taken with much trouble by damaging the establish-
ment by way of ripped wallpaper and a broken window. Any more breaks
and the Newman Center will look like the Behavioral Science Building!
The typewriters belonged to the Cycle and Commuters' Board. The
clock; from the study lounge. We, the students, will end up paying for
this through our student fees or whatever.
If the thieves are outthere, do something worthwhile, rip-off the campas
cops television! Maybe then they'll start to look for the ripped-off
stereos and tape players, possibly to find them before they miss their
Letters to the Editor
NAME OF AUTHOR
by MICHELLE MORIN
The Cycle printed a poem
entitled THE END, but unfortunately om-
mitted the name of the author. To com-
pensate for this mistake, this reporter
decided to write an article about the ar-
tist. His name is Ken Riley, his age-
24 yrs. Ken is better known by the di-
minutive of "Kendo" (a nick name he
received from a friend whom he convince
to go straight from drugs; to thank him
the friend developed the nickname
"Kendo" meaning I "can do" it- I
can go straight!)
Ken has written other poems and com-
piled them in a book called BEFORE MY
SECOND LIFETIME. He hopes to have
this book published soon. Not only is
Ken a writer of verse, but he is also
a member of a seven piece rock group
entitled "The Colors Of Love." When
I asked Ken exactly what he liked to do
as hobbies, he replyed, "I like to play
sports and I like to make music, poetry,
and of course love!"
The mysterious man in the white,
sheepskin hat is a veteran of Vietnam.
When Ken returned from 'Nam, still in
the service, he attended the University
of Wisconsin. (Previous to the armed
forces he had attended Delaware State
College on a football scholarship, and
from there he went to the Institute Of
Computer Technology.) Upon completion
of his military services, he returned to
Fitchburg to see some old' friends, for
he had become familiar with this place
during his post at Fort Devens. Soon
after his arrival he decided to attend
Fitchburg State College to complete his
Doctorate in Psychology.
Ken is an easy going, mellow, friendly
person, who is extremely easy to talk
to. In fact, this reporter had no diffi-
culty at all in obtaining an interview!
I sincerely hope that this article has
given you a little insight on the person
of the author of the poem-THE END!
"I am uncertain about my career- -
For what kind of work am I best suited?"
The above question is asked by many
students who come to the Counseling
In order to help students answer this
question more effectively, the staff of
the Counseling Center is offering a
battery of career devolopment tests.
The battery includes assessment in the
areas of interest, personality and values
as they are related to the world of work.
The results of the battery, coupled with
information from the new career library
at the Counseling Center can aid the
student in the decision-making process
involved in choosing amajor or determi-
ning a career choice. For further infor-
mation about the battery or for making
arrangements to take the battery, call
343-6417, ext 296 anytime between 8:00
AM and 4:30 PM weekdays, or drop in
the Counseling Center, located at 295
THE COUNSELING STAFF
EDITOR-IN-CHIEF: David L. Johnson
PHOTOGRAPHER John George
MANAGING SECRETARY: Connie Strong
BUSINESS MANAGER: Jim DiBeiia
CAMPUS NEWS: WendyHood
FEATURES: Dave Mooney
SPORTS Yvonne LaGarde
LAY-OUT COMMITTEE Dede Kneer WendyHood
STUDENT REPRESENTATIVE: Yvonne LaGarde
Mary Fenton, Sandra Martin, Maureen McCarthy, Michelle Morln, Sam Malone
TO THE EDITOR:
I have a psychology course with a
female professor who started the course
by requiring a ten dollar text book.
This was alright, until it was noticed
by her that the book was terribly out
dated. She said she liked it for its
bibliographies! Aren't the professors re-
quired or urged to review a book before
Following a few dull lectures, she
explained a schedule for student
presentations as well as passing out a
multipage bibliography list to be used
as references to the topics. This lrist
could have replaced the text book. Now.
with the term coming to an end, she
just required a seven dollar readings
book for us to read six items contained
I don't think that you have to look too
far to discover who this is. She should
be reviewed as a responsible professor
to see if she measures up. How can
teachers get away with this presentations
bit. We might as well have an independent
study class since the prof does nothing
when she comes in, if she manages to
make it on time.
I've spent seventeen dollars on a
course that has presented nothing to
me. COME ON HARRY, DO SOMETHING
ABOUT THIS USELESS TEACHER. THIS
COURSE IS REQUIRED BY SOME
MAJORS AND NEEDED BY OTHERS,
SO WHY GO THROUGH A MEANING-
LESS SEMESTER WITH A MEANING-
(name withheld for fear of mark
TO THE EDITOR:
This is in response to the Herlihy
Hall Independent's editorial in the re-
cent issue of the Cycle.
I am a member of a fraternity on
campus and though I am not as gung-
ho about fraternities as some guys are,
I still take offense from the letter. It
seems that "Mr. Herlihy Hall Indepen-
dent" thinks that the frats act out of
complete inconsideration of anyone but
themselves. I would like to ask this
ass-hole who he thinks sponsors the
parties at Saima Park and the Four
Seasons. (We also sponsor certain
movies, sports evens and other social
activities during the year,) I am not
saying that these dances are terrific
because they are far from it, but at
least we give the students something to
do once in awhile in this boring town.
Do you and your friends, who feel the
same about fraternities as you. sponsor
any activities on campus? I doubt it,
As to your remarks about fraternities
being cliques and their members being
stuck-up, I will admit that in some cases
this may be true. Just as it is also
true that some of the dorm students
are stuck-up dinks.
If guys like you do not want to join
fraternities, then that is your business.
But until clowns like you do something
for this school's social life, then I
would suggest that you take your own
guest editorial and shove it up your
continued from page one
Several different answers were given.
Two editors refused to carry the ads
after they learned of the pending court
One newspaper editor refuted the
question of morality saying that the
running of the ads was "strictly
business." "A matter of business" is
the current policy of the CYCLE,
remarked Editor David Johnson.
"CYCLE has run paid ads for Term-
Papers Unlimited as a business matter,
not involving a voral issue.
In an attempt to learn of up-date
policies at other State Colleges, CYCLE
phoned several without success.
Worcester State College issued the
following statement: "As long as it's
legal and we're getting paid for it."
TO THE EDITOR:
I would like to congratulate you on
your being elected as Editor of the
Cycle. Being a student, I sometimes
hear people complaining about the Cycle
and its Editor. I would like to say that
you are doing an excellent job. I also
feel that the staff of the Cycle is pro-
ducing a very good paper. Sometimes
I hear people critizing Huck's Column,
this is a very good column and adds
a lot to the paper. I noticed in your
last edition Helpful Hanna's column was
missing. I hope this was only for an
issue, because it is my favorite column.
To the people who criticize, if you feel
you can do something better or as good
why don't you join the Cycle. I know
they need the help, if you don't want
to join then write a guest column for it.
I hope the Cycle staff keeps up the good
work of providing a voice for the stu-
TO THE EDITOR:
I'd like to express my congratulations
to the whole Cycle staff for having done
a marvelous job of putting the paper
together this year. These aren't my
feelings alone, for I've spoken to many
other students who wholeheartedly agree
with me. I look forward to each issue
of the Cycle and am glad that someone
at least has enough interest to work
hard to make the paper happen.
To the question of why no one else
is running for the editorship of the
paper, I'd like to say that it clearly
reflects the apathy of the students in
this school. Dave is doing a great job,
but even if he weren't, I doubt anyone
else would bother to seek any responsibi-
lities such as running for class or
organization offices. This school is stag-
nation if not dying and I want out as
soon as I can. Maybe many others feel
that way too and only speed up the
stagnation. All I can say is thank you
Dave for showing that there are at least
a few students who show some en-
thusiasm even at F.S.C,
TO THE EDITOR:
Might I dash off a few thoughts about
the parking problem at this institution?
I think that everyone will agree that
it's somewhat inconveniant having to
part one's automobile halfway home.
What really burns my ass is not so
much the actions taken by the Campus
Finest, our own police force, but rather
by the city police ; who usually assign
either a patrol car or a motorcycle
full-time to tag cars. After the 12th
fatality in Fitchburg this year, I'm
amazed that they can still find an of-
ficer with enough time to tag all day
Don't get me wrong through, I realize
that the police can have legitimate bitches
with cars parked in front of driveways
and hydrants and on corners, but in
the past week, I've gotten tickets (at
$2.00 per whack) for "not having my
right wheels against the curb" at least
three times. Come on, fellas. Have a
I'm not a proponant of vast expanses
of blacktop (and I even work for a
paving co.), but I do think that the old
urban renewal plans to build parking
lots on North and Clinton Streets had
In the meantime, I try to walk to school
as much as I can, but the few times
that I take my car, there are assholes
that tag it for silly things, assholes
that box it in and assholes in trucks
that get mud and shit all over it.
I'd take my bike, though if some
asshole didn't rip it off, the police
would probably tag It!
P.S. If it sounds like I used too many
"assholes", that's because this campus
has too many.
DECEMBER 1, 1972
OUR CITY'S SLUDGE
by KENNETH G. MOISON
An interview withNorman Cote, Super-
visor of General Accounting, Fitchburg
QUESTION: Is Fitchburg Co. doing
it's share to clean up the Nashua River?
ANSWER: As early as the middle 50' s.
Fitchburg Paper started a program to
eliminate chemicals from certain paper
processes for ecology reasons. In the
early 60*s, the firm of Malcom-Perimi
engineering was hired by us to design
a waste-treatment plant. It was at this
time that the state and city got involved.
By August of '68, Camp .Dresser and
McKee had submitted a comprehensive
plan for domestic and industrial waste
water disposal, this is the West Fitch-
burg plant. The engineering plans were
drawn up and by the fall of '71, the bids
were out. These bids were returned just
two weeks ago. Now the city has two
months to select the bidder and file the
appropriate form with the state and
federal government to be eligible to
receive the necessary subsidies.
QUESTION: It sounds like the city is
getting a big'bill for years of polluting
by private industry.
ANSWER: Not really. The cost is being
born proportionately by the city,
Weyerhauser, and us. Only since the
report of Camp Dresser and McKee
has the city been sharing the cost. The
city stands to benefit from the plant
by providing sewerage treatment for the
homes in the Brick Mill section.
QUESTION: The city's portion of the
original estimate of 5.5 million dollars
in now up substantially, with the bids
now in around 17 million.
ANSWER: The expenditures we will
have to make initially will cost almost
1.25 million. The total 17 million dol-
lars breaks down like this. Under a
1972 new plant grant system the state
will provide 25%, the Federal Govern-
ment another 55%. This is a total of
80% of the total cost. The remaining
20% will be divided as follows: 48%
Weyerhauser, 38% Fitchburg Paper and
14% the city. This means the city will
have an original outlay of just over
$390,000 to provide all the homes in
that section of the city with sewerage
treatment. They will not add to their
other already over taxed sewerage
QUESTION: What about the new plant
ANSWER: The estimates are now at
$430,000 per year for operation and
this will be divided the same way,
48, 28. and 14. These estimates are
The secondary is a series of filters
to purify the remaining water which
will go back into the river.
QUESTION: What happens to the chemi-
cals and sludge.
ANSWER? There is a sediment hole near
the plant where the sludge and chemi-
cals will be pumpad. This hole should
be large enough to contain all the waste
we should get in the next fifteen years.
of almost $150,000 a year, how will
Fitchburg Paper continue to do business?
ANSWER: Pollution control at our plant
will reduce our profits by $400,000 a
year and we will have to cut corners
and economize. We hope that we will
receive additional business from those
paper companies who cannot afford pol-
QUESTION: Economize how?
ALTERNATIVE FEATURES SERVICE
based upon maximum production but as
you know the paper mills are never
always at maximum production.
QUESTION: How will the plant itself
AXSAER: It uses a primary and
secondary treatment system. The
primary will be used to remove chemi-
cals and sludge from the waste water.
A THANK YOU TO Are You A Special
I would like to state publically that I
am grateful to all those people who voted
for me in the past election. Although
I did not win, I still intend co work very
hard for the commuters. I am sorrythat
I let you down and did not achieve the
position, but I guess that there just
weren't enough of you out there voting.
Thank you again. If there is anything
that I can help you with, just the same,
you may contact me in the lounge or
through one of the officers of the board.
Attention Senior Class
The 1973 commencement exercise may
seem in the distant future, however the
constantly growing number of graduates
requires that we mate reservations and
delivery schedules well in advance to
guarantee delivery of cap, gown, and
These schedules depend entirely on
early receipt of reservations.
Will the senior class officers please
contact the college bookstore imme-
diately so that these reservations can
Are you on top of what is going on
in the Special Education Department?
Are you involved in the activities of
the Special Education Department?
If these questions apply to you and
you have answered no, I am not know-
ledgeable of things going on. No, I
am not involved with the activities in
the Special Education Department. Then,
please be kind enough to answer my next
Whose fault is it, that you haven't
any idea of what is going on?
Whose fault is it, that you are not
involved in Special Education activities?
Don't even try to pass-off the blame
to someone else. Don't even try and
place the blame on yourself.
Rather: ACT NOW, GET INVOLVED.
In order to do this, you have to know
how to go about it.
Well, you have alternatives:
1) Wander up to the Special Edu-
cation Office on the third floor of Edger-
ly and talk to your Special Education
Advisor. If you don't even know who your
advisor is, then ask someone while in the
office, who are the Freshman, Sopho-
more, or Junior advisors. Talk to the
appropriate advisor and at least you are
on your way.
2) Read the Special Education In-
formation Bulletin Board outside the
office of the Special Education Depart-
ment. This bulletin board tells you
about the current activities going on in
3) Talk to an active and concerned
student in Special Education. Seek
both students and professionals.
Most of all, realize that your easiest
alternative is - APATHY. Your apathy
is something you and Special Education
don't need, rather your concern and your
involvement is a necessity.
QUESTION: The new Fitchburg dump is
having trouble with polluted water
seeping through the water-shed and this
is only from rain on the dry waste.
What about a semi-liquid of sludge and
ANSWER: It is far enough from the water
table and river that the engineers say
it should not be a problem.
QUESTION: From a start in the 50' s
to clean up the paper process to a
still dirty river in the 70' s is considered
ANSWER: We were ready in 1962 to
tie into a water -treatment station. That
year we spent $75,000 to consolidate
our dumping pipes from eight pipes to
one for future hook-up into lines going
to a water-treatment plant. Plant costs
and bureaucracy tend to slow down
the gears of progress.
QUESTION: Was that ecology or econo-
ANSWER-. I wan't here at the time but
I would imagine both.
QUESTION: Besides the gesture in the
50' s and 60' s and cost sharing, what
are you doing?
ANSWER: Fithcburg Paper has just hired
the firm of Camp, Dresser and McKee
to design pumping stations and lay lines
to the new treatment plant. We spend
as much as $6,000 anually just to belong
to associations such as the National
Council for Air and Stream Improve-
ment, The Nashua River Reservoir
Association, The Nashua River Water
Shed Association. For some time we
have purchased the chemicals, used in
paper making, free of pollutants such as
mercury and cadmium. This all adds
up to a serious commitment to cleaning
up the river.
QUESTION: Now we don't have to worry
about eating the fish we catch from the
river, they are free of mercury.
ANSWER: That is not fair.
QUESTION: What good does it do to
spend $6,000 annually on associations?
ANSWER: They provide us with
information on pollution control laws
and ways to fund pollution control pro-
QUESTION: Once the treatment plant is
in operation, how long will it take for
the river to clean itself?
ANSWER: This is difficult to say. It
may be necessary for the army corp
of engineers to help. To speed up what
mother nature would take years to do.
QUESTION: With an investment of over
1.25 million and added operation costs
ANSWER: We hope to consolidate mills
one and two into mill four and operate
a more advantageous swing-shift similar
to that of Weyerhauser.
QUESTION: How many lost jobs?
ANSWER: About 30. There will be some
attrition between now and the time this
QUESTION: Another boost to the city
ANSWER: We have provided many jobs
and helped to make the city prosper
through the years.
QUESTION: How many people work in
your section and how many live in
ANSWER:. About 56 and there are 13
or so who reside in town.
QUESTION: Not bad, 23% of the
employees in your section contribute to
the support of the city. As a Fitchburg
resident all your life, how does Norman
Cote presently feel about the river.?
ANSWER: It is too bad but it never
really bothered me even before I was
an employee at Fitchburg Paper.
Passing . . .
Daring the past weeks the loss of
magazines from the library Periodical
Department has sharply increased. In
order to reduce these losses it has
been necessary to establish new proce-
dures for using magazines. The present
system is as follows:
1. Fill out a Magazine Request
Slip with title and date of magazines
and your name.
2. Leave all slips at the desk
together with either an ID card or a
3. Obtain magazines from the
4. Return all magazines to the desk
and claim ID card.
This policy was inaugurated in res-
ponse to student complaints that many
needed magazines were missing from the
shelves. It is the feeling of the library
that if everyone will follow these new
procedures a serious problem can be
W. T. Casey,
DECEMBER 1, 1972
IY LINDA CLARK
Mr. Medeiros is a 1972 graduate from
Bridgewater State College. While at
school he majored in English. During
the following interview, Mr. Medeiros
explains some of the problems that he
was confronted with while student
INTERVIEWER: FOR BACKGROUND
PURPOSES, WHEN AND WHERE DID
YOU DO YOUR STUDENT TEACHING?
MR. MEDEIROS: November 71 to
February 72, about nine to ten weeks,
Morton Junior High, Fall River, Mass.
INTERVIEWER: ONE OF THE MAIN
ISSUES AT MORTON JUNIOR HIGH IS
THE PROBLEM OF DISCIPLINE. IN
YOUR OPINION, WHAT SPECIFICALLY
SEEMED TO BE THE SOURCE OF STU-
MR. MEDEIROS: The worst discipline
problems in the whole school came with
these three or four children who were
former students at Morton Junior High.
They had earlier caused a lot of trouble
and had been sent off to this mental
rehabilitation center in another part of
the city. They would stay there three
or four yeats, and then they wouldn't
want them any longer at that place
because of their age. So.. ..they would
be sent back to school again at Morton,
starting the same place they had left
off. So.. ..we had two six-foot-one,
seventeen-year-old delinquents in with
a bunch of thirteen year old kids. Of
course they would bully the other kids,
throw their weight around in class and
you had a few problems with them. They
were like little babies. They wouldn't
know their own strength and they'd
really hurt a lot of other children.
The day I left we had quite an explosion
of events. Two days before, there was
a little scuffle in the halls in which two
kids jumpad on a teacher and started
hitting him. Another teacher came over
and hit the kids, so there was a big
to-do about that. The day I left, there
was that same child whom the principal
had finally had enough of and decided
to throw him out of school for good.
Formerly, he had problems with him and
would just keep him in school for half
a day. In the afternoon he was unruly;
in the morning he was kind of docile.
At twelve o'clock he would go home.
However he started getting really out
of hand so the teachers threw him out.
Well, he came back the next day and
was pounding the lockers and tipped one
over. He leaped over the desk and
threatened to kill the principal. This
very same day, another child pulled a
knife on a teacher when the teacher
tried to escort him out of class. The
kid turned around and knifed the teacher
in the arm. Two other teachers had
to physically drag the kid out of school.
He was sent off to jail. That same day,
another kid had a chain taken away from
him. What in the world he was going
to do with a chain no one knows. But
it was the kind you could hit someone
with; a motorcycle chain, I believe.
A lot of the teachers came to think
that all the trouble came from the fact
that you had these mentally unstable
people in with normal kids -in there
disrupting everything. You just can't in-
volve normal kids, or kids who are just
a little unruly but can be handled, with
these other kids who just don't care
about anything. It disrupts the whole
system. The kids absolutely ought to
have been isolated and sent to a special
school with special counselors -people
with training-not just regular teachers
with no kind of training with mentally
disturbed children. We would have had
a lot less problems if they had.
INTERVIEWED: DID THE OTHER STU-
DENTS LOOK UP TO THESE DELIN-
QUENTS AS LEADERS BECAUSE OF
THEIR AGE. BUILD, ETC.,?
MR. MEDEIROS: Yes. that was the
whole problem. Kids who were a little
wild but could be handled easily by the
teacher if given a menancing look, would
look up to these big troublemakers as
leaders, drawing courage from them to
act up. They never would do this without
such a person. As a matter of fact,
when these leaders were expelled or
sent home after half a day, the other
borderline cases were quite well
INTERVIEWER WHAT OTHER UN-
USUAL PROGRAM IS PART OF THE
MORTON JUNIOR HIGH SCHOOL
MR. MEDEIROS: Fall River has a
very, very high drop-out rate. Because
of its poverty the kids have to drop
out and go to work to help support the
family. So a federally -financed program
was started to give dropouts a chance
to go back to school. The incentive
was that they would trainthem in anything
they wanted, like auto repair, so long
as they took a few academics. They
isolated these kids by building a special
trailer. The kids would have all of their
classes in the trailer-they'd never come
to the other part. If they did (normally
they were a lot older-about seventeen or
eighteen and many had police records),
they would come to start trouble, so,
they had to isolate them. The only bad
thing was-there was too much giving in
to these kids -of giving them what they
wanted. They thought they ruled the
place and would walk around like they
were the owners. They would demand
that we want rock music at our lunches
and we want this and we want that-
and it all got out of hand. Some of the
demands became really unbelievable.
They just wanted to assert themselves
and to show that they had some kind
of control over the teachers.
However, in a lot of cases this worked
fine. Some of the kids came back,
worked hard, accomplished a lot and
these kids picked up their diplomas.
But once you start giving in to them-
some of these spoiled brats just start
making bigger and bigger demands and
if you keep giving in to them -then
forget it! You'll have a complete mess-
INTERVIEWER: U HATSPECIFICALLY
DID YOU FIND WAS YOUR MAIN PRO-
BLEM IN ADMINISTERING DISCI-
MR MEDEIROS: I think the most im-
portant problem of discipline is the fact
that if you don't have the principal
behind you-if you have a marshmallow
principal who's afraid of the parents
and afraid of public opinion-then you're
in trouble. Because the teachers have got
to have sort of a free hand, especially
in a school system where there are a
lot of wild kids. You have alotof spoiled
kids on one hand and a lot of delin-
quents from poor families and well,
hoodlums with criminal records on the
other hand. If you have all that, then
you've got to have a strong hand for
what goes on in class.
INTERVIEWER: WERE THERE ANY
OTHER MAJOR OBSTACLES FOR A
TEACHER TO OVERCOME IN TRYING
TO PUNISH A CHILD?
MR. MEDEIROS: Well, we had kind of
a strange school system because we
imported kids from all over the city
practically. We had a lot of buses going
great distances, so we had a busing
rule. If you wanted to keep a kid after
school, you had to give him twenty-
four hour notice. This is absolutely
foolish, for if a kid knew that he was
going on a bus at twenty-four hour
notice, he could act up all he wanted
and possibly the teacher would forget
about it the next day. So that was dumb.
When a kid acts up you strike him down
there -you don' t wait twenty-four hours or
thirty-six hours or whatever. You just
put him right there. So.. ..if a kid acted
up and you went and saw the principal,
he'd say, 'T'm sorry, I can't do any-
thing about it, we have this busing rule."
And that would throw your whole dis-
cipline strategy out of the window.
Then, on the other hand, you also had
a lot of very rich, influential people.
If their child happened to act up. Mommy
and Daddy would be waiting outdoors
in the car: and if you kept the kid
after, they would come over and not see
you. but would instead see the principal.
Then the principal would come over and
ask what the story was and you'd catch
heck. You'd have to sit there for twenty
minutes explaining what the problem was
plus write out a full explanation. The
principal, in turn, would make you look
like the villain so that he could keep
peace with the student' s parents.
INTERVIEWER: GENERALLY SPEAK-
ING, TEEN -AGERS TODAY SEEM TO BE
AS ECOLOGY, POLITICS, VIETNAM,
AND SO ON. DID YOU FIND THIS TRUE
OF YOUR CLASSES OR WERE THEY
INTERESTED IN OTHER ISSUES?
MR. MEDEIROS: The classes I had were
mostly interested in the drug problem,
police and things like that. They weren't
very much interested in national topics
because they were wrapped up in their
own little world; which on one hand was
the very rich and not more than three
blocks away-the very poor, in the slum.
So you had quite a diversity. The poor
kids were right on the verge of dropping
out. I lost six or seven alone in three
months. Also, because they know that
they're only going to be in for another
three or four more weeks, they would
act up, have a good time, stay out
of school a lot and not really care.
Just their very presence in the class-
room was enough to hold down the intelli-
gent kids who were a little better off.
This group would tend to hold back and
not want to appear conspicuous in class
as if they knew something, or were trying.
So they just held themselves back. It
would show in their compositions and in
their tests that they were pretty in-
telligent, but when it came to classroom
participation, there was absolutely
INTERVIEWER: DID YOU HAVE MANY
DISCIPLINE PROBLEMS? IF SO, HOW
DID YOU REACT TO THEM?
MR. MEDEIROS: Well, for the most part,
most of the kids that everyone else had
trouble with, I didn't have problems with
at all. I just treated them normally
and if I had to keep them a'ter school
I explained why I had to keep them
after-that it really wasn't fair to the
other kids that wanted to do things. The
main thing is to impress upon them
that you're running the class equally
and that there are absolutely no favorites.
That's the most important thing. Because
these kids feel inferior to start with.
The other kids have all the advantages;
they don't have to work after school,
they have nicer clothes, they have dic-
tionaries and parents at home who will
help them out with their compositions
and whatnot. On the other hand, the poor
kids come home to an empty house,
they have no books at all, they usually
have to babysit for their little brothers
and they can't go to the library and do
extra work. These kids don't want to
try in class for they feel it's useless
competing with the others. So you have
to give them the feeling that they're
pretty well equal. You must give them
equal treatment for everything equal
reward and equal punishment.
INTERVIEWER: THAT'S TRUE BUT
DIDN'T YOU HAVE TO GIVE SOME
SORT OF SPECIAL TREATMENT TO
THE PROBLEM CHILD, IN ORDER TO
RID HIM OF HIS BAD HABITS, AND TO
START HTM WORKING?
MR. MEDEIROS: One of the things-
when you have an intelligent, pretty bright
kid, he'll usually answer in class and
get rewarded. But the dumb kid, who
hasn't done his homework, will feel
kind of left out. So you try to involve
him in the class. You let him pass out
papers and do things like that. That way
he feels like he's part of the class
too. And, then he will want to get in-
volved more. He'll even start reading
and giving his opinions.
INTERVIEWER: DID THIS REALLY
WORK OR WAS IT JUST A NICE
MR. MEDEIROS: This isn't just a nice
theory. I found out, slowly but surely,
the more responsibility you give a kid
the more responsible .he'll become in
his school work. If you just ignore him
and isolate him in a corner so he won't
talk to anyone-he' 11 withdraw into his
own shell and you'll never get him to
do any work. You'll get him quiet but
that's no good. It's better to have a
noisy, busy class that's participating,
then to have a quiet class that's com-
pletely held under the thumb-who'll just
explode at once.
INTERVIEWER: ONE THING THAT YOU
DID WAS TO INSTITUTE THE JOURNAL.
THIS IS A DIARY TO BEKEPTBYEACH
STUDENT EVERY DAY AND PASSED IN
AT THE END OF THE WEEK. WHY
DID YOU PUT SUCH A METHOD INTO
THE CURRICULUM OF YOUR ENGLISH
MR MEDEIROS: When I started the
Journal, it was just an idea of mine
to get them to write a little each day.
I figured the more writing they would
do, the more they would get into the
habit of writing and of putting their own
thoughts into words on paper. It's like
exercise; if you do a little bit a day,
then it will be valuable to you. If you
do a little bit one week and a little
bit in about three weeks, then how is
your writing ever going to improve?
You have to keep at it every day. When
I started it, I really wasn't interested
in their own personal problems I jast
wanted to get them used to putting their
own private little thoughts into words,
and communicating it to other people on
paper. When they wrote the Journal,
they, would use their own subject ma'ter,
their own ideas on certain things-their
own genuine idsas, in their own words,
saying it the way they likes to say it.
That would help them develop their own
personal style and that is what an English
teacher is after. Getting a kid to say
what he wants to say in his own words,
in a way that people understand him.
INTERVIEWER: DID THIS METHOD
BRING ABOUT RESULTS?
MR. MEDEIROS: In the beginning, of
course, at the end of the week they would
just write a whole bunch of things. You
could tell and you let them know in
the Journal when you corrected it, that
you knew that this is what they were
doing. A lot of kids would just write
down a few sentences, taking advantage
of the fact that you said "Write any-
thing". But then, towards the end, I
talked to them, and said, 'Well what
happened... how did this affect you.. ..what
continued on page five
& Lennie Sogoloff
Sat. December 2, 1972 At 8:30 P.M.
WORCESTER AUDITORIUM WORCESTER, MASS.
TICKET PRICES: $3.50 $4.50 $5.50
TICKET OUTLETS: STEINERTS, SUNFLOWER
Sun. December 3, 1972 At 7:30 P.M.
LOWELL TECH GYM LOWELL, MASS.
TICKET PRICES: $4.00 ADVANCE $5.00 DOOR
TICKET OUTLETS: ZEPPELIN, UNISEX,LOWELL TECH,
DECEMBER 1, 1972
continued from page four
do you think about Christmas...why is it
good, why is it bad, even why do you
hate your mother?" And, slowly but
surely, their writing would become much
more readable and it would have much
more logic and thought behind it instead
of just spurting out a bunch of emotions
on paper. They think things out a lot
more because they knew I'd pin them
down some day and say, "Why, why,
why, why all this emotion, why do you
think this way?" They'd write it down,
all the reasons why and everything would
be much more logical; their compositions
would be much better too.
INTERVIEWER: OF ALL YOUR EX-
PERIENCES AT MORTON, WHICHGAVE
YOU THE MOST DISAPPOINTMENT, AS
A PERSON AND AS A TEACHER?
MR. MEDEIROS: Some of the biggest
disappointments in student teaching were
feeling that you were accomplishing
something-f inally getting a kid motivated
after all the stories you've heard from
other teachers. All these stories about
how bad the kid was. how negligible
his participation was and how he always
disrupted the class. You finally get him
doing something, but all the time you
know he's going to drop out in about
three weeks. It's very, very frustrating.
Also, you know there's absolutely nothing
you can do about it because his parents
want him to drop out and go to work.
That is the most, absolutely the most,
disappointing thing in student teaching.
INTERVIEWER: GENERALLY, A CITY
SCHOOL HAS A LARGE NUMBER OF
DIFFERENT ETHNIC GROUPS AND
SOCIAL CLASSES MAKING UP ITS STU-
DENT BODY. IF THIS WAS TRUE AT
MORTON COULD YOU PLEASE ELA- *
BORATE ON IT, PERHAPS GOING INTO
THE MAIN PROBLEMS INHERENT IN
SUCH A MIXTURE.
MR MEDEIROS: Well, we had quite a
mixture. We had a very lot of imm;-
grants in that area, mostly Portuguese
and Spanish. Our biggest problem was
the language. You'd say, "Do you under-
stand this?" and rather than look foolish
in frotit of their peers, they'd say,
"Yes, I understand it" while they were
really having difficulties. The main thing
is you have got to get them to come
after school and then explain it to them
a little better, when their friends are
not arounu. But, I found that these are
the kids that try the hardest-they're
always on the ball, they're always doing
their homework. The best work in the
entire class was done by the kids that
had the most difficulties. For they're
out, more or less, to prove to themselves
that they can do it. They had a burden,
something spurring them on. You know. ..
an obstacle to overcome, and they really
worked the hardest. The kids that had
the advantages a lot of times were very
lazy, and they wouldn't do anything.
Also the poor kids.... the problem was....
like, I had one family, who had two
twins in my English class and two
daughters in the grade before. There
were four of them in that school system.
One of them would stay out of school
one day, the other would stay out the
following day. Mostly because- what I
heard from other teachers, very
seriously-was that they were very poor
and they didn't ha^e enough clothes. One
would have to stay home each day be-
cause she just wasn't clothed to go to
school They would also have little
children at home and would have to take
care of them. These were mostly wel-
fare people with just the mother working
and five or six very small kids at
home. These were the kids that were
just in for two or three weeks to go
before they dropped out of school and
they had to drop out of school.
INTERVIEWER: HOW DID THE OTHER
TEACHERS REACT UNDER THESE
MR. MEDEIROS: Most of the teachers
in my school system bad a lot of ex-
perience with these children and these
discipline problems. They would more or
less become hardened to it and become
belligerent-always ready to smack a kid
down. The new teachers that came in.
tried to deal with the kids, sitting down
and talking to them-but after they had
been there a while, they realized that
it was hopeless because of the fact that
the kids don't want to do anything if
they're going to drop out. So these
teachers also become hardened and would
do anything to keep that kid quiet. A
lot of times the men resorted to physi-
cal violence and the women would just
throw tantrums, throwing the kid out of
class every other day. The principal
would let them sit in the office and
simmer down and that would be it. He
really wouldn't do much because if he
did, the kid wouldn't show up for a
couple of days. And the parents didn't
care if the kid skipped school or not.
INTERVIEWER: DID YOU YOURSELF
MR. MEDEIROS: I did a little bit
toward the end, but I figure I had a
lot of success with these kids. If you
just had four or five that were really
bad and you had a lot of reports about
them before you started and you get in
and you feel you've made friends with
them and you' ve got them reading-there' s
no better feeling in the world. At the
end-I didn't want to leave-I would have
liked to stay a little longer. Once you
get there you have to first build up
a rapport with the kids. Once you've
got this then you feel much better and
you can really get down to business.
But the hardest part is breaking the
ice. He figures you're like most other
teachers and you're just going to slap
INTERVIEWER: IS THE BUILDING OF
THIS RAPPORT WITH YOUR STUDENTS
THE MAIN PROBLEM YOU HAVE TO
FACE IN STUDENT TEACHING?
MR. MEDEIROS: The main problem with
student teaching isn't building up the
rapport with the kids. The main part
is really coming to grips with your
feelings; coming to realize what your
feelings are on discipline and other
problems. Once you realize what your
own theories are -and you probably don't
realize them until you actually get out
there and confront the kids -then you take
it from there and work out your own
strategy to keep the kids in control
and to get them working. I think just
that is the main problem. Jast coming
to grips with yourself.
INTERVIEWER: DO YOU THINK THAT
STUDENT TEACING IS HARMFUL TO
STUDENTS? DOES IT WASTE VALU-
ABLE TIME THAT COULD BE USED
MR. MEDEIROS: I think it's very bad
if one class is subjected to a lot of
teachers because it takes a certain
amount of time between meeting the class
and getting them to work. The kids
more or less have to feel you out and
you have to feel the kids out. Once they
find out how far they can go then they
won't pressure you any longer and you
finally get down to work. That may take
two or three weeks. If they see a stu-
dent teacher they will say, "Well, this
isn't going to be a normal teacher, he's
just going to be staying for a while,
we can have a lot of fun with him and
we'll finally get rid of the old teacher."
Your main problem as a student teacher
is getting them to realize you're going
to be very responsible for the marks
they get and that you are, in fact, really
a regular teacher. Everything you give
them in class is a part of the curricu-
lum that has been planned for them all
year. Once they realize you're norma'
teacher and not just a kid like them,
who is there to get a taste of experience,
then you can get somewhere,
INTERVIEWER: FINALLY, HOW MUCH
OF A LEARNING EXPERIENCE WAS
STUDENT TEACHING FOR YOU? WAS
IT A WASTE OF TIME OR A WORTH-
MR. MEDEIROS: Practice teaching is the
most valuable education course I've
ever had. You can get a lot of theories
and ideas from classrooms and text-
books, and you can say, "This is the
way to do it, this is the proper way.
You've got to involve the kid." But
you have got to get out there and first
meet the kid and see who he is, what
he likes and how you can go about
using those great psychology courses to
get him to study. You're not going to
learn this by sitting in the classroom
and just talking about it. You're going
to learn it by getting out there and
talking to the kids and having these
little problems and going to bed and
thinking of them and of what you're going
to do the next day. That's the only way
you're going to deal with, not only
discipline problems, but also making out
your own curriculum and seeing the way
to get the kids going. Student teaching
is the only way you're going to do it.
by Johi George
(This interview took place on
November 14, 1972)
CYCLE: Can you tell us about some of
the changes that you've seen at F.S.C,
Miss Tater: I first came to the col-
lege as a student. At that time there
was a great deal of human encounter.
There was an intimacy of knowing all
of the teachers and all of the students.
For me. having been here so long, I
miss not knowing all of the students,
and all of the faculty, which I used to
know. When looking back through the
years, the biggest error I can see is
one of omission. That is, having to omit
so much today, due to lack of time.
Students usually come back for help and
I feel I should set up more time for
conferences. Because of the larger
classrooms, so much is lost in teaching.
In a conference, everything is face to
face, so that very much can be gained.
I feel that we are in the globes of
academe, that if students go through
college, let college go through them. A
student should show that there is a kind
of education that goes with a person who
is fortunate enough to go through col-
lege. Another one of the biggest changes
is the lack of guidelines today. I truely
feel that students are crying out for
some kind of guidelines. They want to
be told what is expected of them. Not
what or how to think but to think. Teach-
ing has always been my first love. When
I first started teaching here in 1943,
there were 300 students. This number
also included a special group of sol-
diers who were here as students. I
remember that at the end of every year,
we would have a class day. All of the
classes would participate in putting on
a type of show. People were invited
from all over to watch the classes.
There would be juggling, dancing and all
kinds of things that meant so much fun.
In general, most of the changes have
been very succlusive. almost notnotice-
CYCLE: What about the dress of today?
Miss Tater: That is something very
difficult for me to understand. There
isn't any dress code here. You often
hear that Miss Tater expects students
to come to class well-dressed. I have
never said that. I have told them how
I feel about Levis and dungarees. This
type of pants are for work or casual
dress. I don't object to them at alL
What I sometimes say is, "don't be a
unisex". I want to be able to tell
the difference. I don't want you to be-
come a stamp. I think this type of dress
narrows your individuality. The students
are not children. They should be able
to say "I don't have to follow the
common herd". They should be able to
say "If I want to wear a dress and be
a female, good". Who would want to
wear pants, when she has a good man,
is beyond me.
CYCLE: What are your favorite chil-
Miss Tater: There are many. When I
tell stories, I try to give a bit about
the psychology of a human. It's no use
saying to a little child of six "I want
you to understand this" if it's beyond
his or her understanding. Knowing little
children, they often copy what we tell
them. Because of this, if we set good
patterns, they are going to grow up in
good patterns. One of my favorite stories
is Winnie the Pooh. My all time favorite
is a folk tale called "John and the Devil",
CYCLE: Have you ever written a chil-
Miss Tater: No. I haven't. I have many
of them that I have made up. I just
don't have the urge to publish. It's bad
because now-a-days, if youdon'tpublish,
CYCLE: How was your life as a student
Miss Tater: I was a Depression child.
Both my younger sister and I came here.
In my freshman year, both my parents
died. My older brother and sisters kind
of took over. They told my sister and
I to come here and get a good college
education. We both did that. After here.
I wen*, to Harvard for Graduate work
and my sister did her Graduate work
at B. U. While here as a student, it
was joyful. We never had any spending
money, but I still had a wonderful time..
There were only about 100 students from
each class. I remember going to parties
and proms and all. It was very nice.
The "Cycle" staff would like to thank
Miss Tater for being the very sweet
and kind person that she is in giving us
her time for this interview. All com-
ments are welcome!! Write John George,
c/o "Cycle". Leave the letter in "Cycle"
office or mailbox in mailroom.
The following verses are exerps from a
poem not written by protesting college
students but by men of the First Air
Cavalry in Vietnam:
We shoot the sick, the young, the lame,
We do our best to kill and Maim,
Recause the kills all count the same,
Napalm sticks to kids.
Drop some napalm on the barn,
It won't do too much harm,
Just burn off a leg or arm,
Napalm sticks to kids.
Thanks For Being A
Really Great Audience For
The John Sebastian
Concert. You Were All
Alice & Rick
DECEMBER 1, 1972
What's Happening, Baby?
Continued From Page One
Stephen had asked me early on, knowing
that at the stage of the game the best
thing was for them to be a group and
for me to go solo. It was quite a while
back then and I had to kind of "get it
on" and go out and sing on my own.
The joke of it was that I was going to
be the drummer for the band and I
play very little drums.
CYCLE: Do you ever see the other
members of the "Spoonful"?
John: Not recently. I saw Zalman about
nine months ago and Stephen about six
CYCLE: What is the main difference
of going solo and being in a group?
John: There are alot of differences in
various kinds of scenes. Right now I'm
still with a group but I feel very much
in control. If you have a group that knows
its set and only that set then you're
stuck with not going with the audience
and staying with the set. When I'm
working by myself, I have about 100
! * ^
in-change songs that I can draw from.
I then try to pick out what the audience
wants to hear. It's a combination of
what I want to play and what they want
CYCLE: What do you feel is the best
song you have ever written?
John: I really don't know. Sometimes
I think its some of the more recent
things and other times I think it is
some of the older things. "Magic" is
a singular tune for me because it was
one of the first ones that I wrote. It
was the third song I had ever written.
That one sort of sticks out because it
was the first hit and everything. You
just sit and listen to the radio and say
"Wow! It's really on there!"
CYCLE: What do you consider the high-
point of your career?
John: Playing for people and that just
keeps right on going.
CYCLE: Do you know Woody Allen?
Did he choose you personally to write
the music for What's Up, Tiger Lilly?
John: No, I don't know how that hap-
pened. I had watched him for years down
in the Village. He was working as a
stand-up-comic for a hundred bucks a
week like everyone else. I don't really
know what moved him to use me or
the "Spoonful" for the movie.
CYCLE: Was Coconut Grove written
for that mo/ie?
John : I didn't have the words yet.
I only had the melody. If you can remem-
ber, that song in the movie is called
something else, which is really the music
for Coconut Grove. When I got the music
together, we said great background
music, we'll use this in the movie.
Later, I got the words and we recorded
it. The first verse of that song was
written three years before "The Spoon-
ful" had begun. About four years later,
the other verses came and we recorded
CYCLE: Do you enjoy being on the road?
John: I love it'. Our scene is pretty
well organized. You just don't go out
there and get crazy.
CYCLE: Do you still collect puppets?
John: How did you know that? Wow!
I started collecting them when I was
five years old. I don't collect them any-
more, but I still have my collection.
CYCLE: Do you plan to do a concert
with your father? (Note: John's father
is a classical harmonica player. It's
really a trip to hear Bach or Beethoven
on harmonica He's the only person I
know of who can play classical har-
John: Yes, I want to do that really
CYCLE: Who or what is your biggest
inspiration for writing your songs?
John: There's not really one singular
thing. There are really so many involved.
CYCLE: Do you feel rock music has
progressed for the better?
John: It's progressed in all directions,
It has degenerated simultaneously. To
getting better, it's all individual things
and individual records. One thing is
really great, then, here comes one
thing that is really bad. It just keeps
going that way. The big new group is
either really bad. It just keeps going
that way. The big new group is either
great or you hate them. It's all in-
CYCLE: Who are your favorite song-
John: Lowell George is one. Others are
Old Doc Pamus, Arthur Crudup and
Hugh Leadbetter who seems to have
written every song there is,
CYCLE: Did you ever play in a blues
John: Yes. Played on stage, on records,
with people who just play blues period.
I love them.
CYCLE: If you had to do it over, would
John: Yes! Right away! I'd stand in line
people don't ran out and buy your
John: People haven't really gone out
racing to buy my records for a couple
of years. So far it hasn't affected the
way the concerts have been going. The
Four of Us, which was my most recent
album and not a big seller, was hard
to get on the air. One half side of the
record is one song. How many DJ's
want to play a twenty minute piece.
After the "Spoonful" broke up, I was
sitting around for two years wondering
what to do. I had a bunch of songs I
had written, so I went out and recorded
them. People still come up and say
play this or that old tune. It's kind of
like rotating crops. People don't get
tired of them.
CYCLE: What gave you the idea to write
John: At a point in the "Spoonful" it
was really syntactical because the money
was definately there. The "Spoonful"
had to quit before the money quit. We
could have hung on for another year
hating it. We could have made the money
we had been working toward making.
The "Spoonful" never made the money
groups today make. In retrospect, it
looked like a bigger scene than it really
was. We had just gotten to the point
where we could have charged alot of
money for concerts when we broke up.
The "CYCLE" Staff would like to thank
S. G.A. especially Alice Seagull and Rick
Paula for Setting up this interview.
CYCLE: What are you going to do when
40 WSHINOTN STREET
PRESSED FLOWER PICS
PEN ? INK SKETCHES
EW4MEL ON COPPER
HOURS 10-5- /1LSO EVENINGS ? WEEKENDS 537-1075
DECEMBER 1, 1972
Salem State Blews
by L. ANTIL
From the outset I would like to state
that I know next to nothing about music
except maybe one or two things about
Baroque and Classical music, (have to
put that in for my Art of Music teacher-
she'U tell you I only know one or two
things). I would also like to state that
this review is not for the musically
knowledgeable but for those of you who
know about as much as I; in totality a
working knowledge of the on and off and
volume controls of a stereo.
In a more serious vein, the concert
consisted of the Salem State and Fitch-
burg State College bands with the former
leading off with the songs, pieces or
whatever of Bandology, The Pennywhistle
Song, Concertino for Clarinet ( and Band,
Tropical Merengue, and selections from
"Hair". This band was somewhat
smaller than our own and for this reason
was handicapped since they had to use
the seating arrangements meant for our
band causing their overall sound to be
somewhat less concentrated. One final
handicap I might mention was that the
guest band ate at our gourmet resident
cafeteria before the concert.
About the specific pieces themselves
I cannot say much however there seemed
much "dissonance" as my music teacher
might say. Whether this be planned or
not I cannot venture to say. During the
first part of the concert I had the fortune
or misfortune to be sitting among F.S.C.
bani members while Salem State gave
their performance and it would be kind
to say that the former were abit critical
in a rather condescending manner. But
then when it was time for our illustrious
band to play some Salem State boys
came over and I had the benefit of
hearing or overhearing some healthy
criticism on their part. However they
tended to be a bit kinder possibly due
to the dampening effect of the close
proximity of their band director Mr.
Considering the "selections" (ah,
found the word) F.S.C. played, I must
confess that there was not much of that
dissonance encountered earlier that
night, possibly because it wasn't meant
and possibly because they were just
plain good (I'm really not biased). The
selections played by F.S.C. included ex-
cerpts from "Die Meistersinger",
(however the performance of this Mister
Singer was hardly dead), African a, Pro-
cession of the Sardar and Proud Mary.
You would have really enjoyed the last
and unfortunately short piece since it is
contemporary, however I lamented the
absence of the gyrations of the Ike and
Tina Turner group, (although our man on
the drums didn't do such a bad job).
At this point in the concert both bands
joined forces for the El Capitan March,
Second Suite in F, Theme from "Summer
of '42, and finally Finale from "New
World Symphony", with the Salem State
director John Finnegan presiding over
the first two and Frank Patterson of
F.S.C, over the latter two pieces. Since
I had neither Fitchburg State nor Salem
State band members in my vicinity to
comment on one anothers performance
I did the natural, red blooded, all Ame-
rican thing (no , I did not go to sleep)
but did the next best thing and formed
my very own opinion. And folks, I've
got to give them credit. For two such
diverse bands to get together is a feat
in itself let alone performing under the
direction of two different and possibly
This last bit comes at the time the
"New World Symphony" selection is
being performed and I find I no longer
can continue in my previous tone. These
people are really talented and make me
feel like two cents-I can't even play the
typewriter all that well. All I can give
is a rather ignorant view of something
I can not understnad which deserves a
hell of a lot more credit here than my
limited heart can give.
FOR THE YEARBOOK
WILL BE TAKEN!!
ALL COLLEGE PERIODS
THROUGH DEC. 7
HIGH RISE LOBBY
by JOHN GEORGE
On November 9, 10 and 11, the Theatre
Workshop presented play readings of
Pygmalion by George Bernard Shaw,
Elizabeth the Queen by Maxwell Ander-
son, Diary of Anne Frank by Francis
Goodrich and Albert Hackett, Glass
Menagerie by Tenessee Williams, and a
one act play call The Rook by Laurence
Osgood. Also included but not mentioned
on the program was Elisabeth Upstead
by Carl Sandburg.
Pygmalion started the show starring
Catherine Casey, Susan Mai one, Mary
Ellen Maher, Yvonne LeGarde, Joan
Barnes, John Boisvert, John O'SulliVan,
Elaine Appleton and Larry LeBlanc. This
was done in a very nice manner with
fine acting by all. Each character was
portrayed excellently which set off the
act and the show on the path of success.
Elizabeth the Queen followed, starring
Anne Pustell, David Netzely, and Terri
Righi. This play was highpoint of the
night, being even better than The Rook.
The make-up done Elaine Appleton and
Dale Strobel and costumes done by Joan
Barnes were excellent throughout the
plays, but showed its true potential
for reaching greatness in Elizabeth.
The portrayal of Elizabeth by Anne
Pustell was outstanding. Along with David
Netzley as Essex and Terri Righi as
Penelope, they together projected the
emotional scene of Elizabeth very
effectively. Elizabeth's movements and
manner of speech almost had me
believing that this girl was indeed a
queen. The conversation between Essex
and the queen was done so well that
one could almost feel the pain that
they were experiencing. Throughout, this
play was excellent.
The next act was Diary of Anne Frank
starring Jane Bergeron. She did a very
nice job of portraying Anne Frank. The
message of a young Jewish girl growing
up in Nazi Germany came across well
to the audience because of her fine
talent of acting. This was a sole act
and it was all up to her to make it
work. She made this act a very moving
The Glass Menageriefollowed starring
Pat Boyce, Mike Bosse and Terri Righi
(also in Queen Elizabeth) Laura,
portrayed by Pat Boyce, was excellent.
Jim, portrayed by Mike Bosse, and
Amanda by Terri Righi, were also
very good. The setting and acting were
good but somehow the actors failed to
get the full humor of the play into the
audience. Alot of the humor did work,
but not as much as it should have. How-
ver, they made up for this by pro-
jecting the more touching moments very
ATTENTION!!! TWO RABBITS TO BE
GIVEN AWAY FREE!!!
Approx. 3 1/2 months old. One black
and one white with black nose and ears.
Very large cage included. Contact the
editor c/o the CYCLE.
REPEATED BY POPULAR DEMAND
FANTASTIC RECORD VALUE
Stereo albums & boxed sets
Classical, rock, folk, jazz.
Now only $1.29 to $9.98
Quantities limited at the
"We are looking for a student to sell
our 8 track tapes. We are respected
thoughout the country as producing a
premium product, have your own thriving
business. We carry almost 500 selections
of all types of music. Soul, Pop, Oldies.
Country & Western. Popular, Etc. If
you are interested call Melody Re-
cordings Inc. (201) 575-9430 ask for
either Mr . Jonas or Mr. Reid."
FOR SALE***Guitar and Amplifier Call
RIDE NEEDED***Tuesdays - Friday-
8:00 class--live on Abbot Ave in Fitch-
burg. Can be picked up in front of
Fitchburg Bus Garage. Anyone coming
from Leominster goes right by here.
Please call: Nadine at 343-4783.
Next came Elisabeth Upstead starring
Yvonne LeGarde. Her portrayal of Elisa-
beth was done very, very well. This is
a very emotional act and was brought
across well by Yvonne. One could easily
see she was putting everything into this
act that she had.
After a short intermission, The Rook,
a one act play followed. The play,
itself, is very good. The actors made
it true-to-life. Very good acting by all
make this an equal or close runner-
up to the excellent Elizabeth the Queen.
Coming from a family of chess players,
I could almost place myself into the
scene. Chess players, Alf (by David
Netzely) and Rico (by John O'Sullivan)
did a fine job. The wives, Edna
(Kathy Tibbets) and Adelle (Pat Boyce)
were also excellent. The apathy of Alf,
the nagging of Edna, the stupidity of
Adelle, and the troublesome personality
of Rico brought many humorous, as well
as serious, moments into this play. The
actors handled them beautifully.
Not enough emphasis can be placed
on the importance of the stage crew.
If the lighting and sound is off, it can
ruin a great play. The crew did a great
job and feel they also deserve honorable
mention. They are:
Lighting: Charles Corley
Stage Crew: Ken Stevens and Tim
Props: Joan Barnes and Mary Ellen
Publicity: Nancy Toscano and Sheila
Costumes: Joan Barnes
Make-up: Elaine Appleton and Dale
Director: Catherine Casey
Assistant Director: Susan Malone
I would like to thank all of the members
of Theatre Workshop for taking their
time to perform these plays. I would
also like to congratulate them for the
success earned and so well deserved
for these plays.
A Home Away
by ELAINE BERGIEL
The grandeur of dormitory life can
never be fully understood unless it is
experienced. Take, for instance, Au-
thority Dorm. This is its second year
of yielding to four hundred girls all
the warmth and protection of home
especially if the radiators work during
cold weather and some canoes along
with air fresheners are readily avail-
able to residents of ninth-floor corner
rooms during a rainstorm. And the
extra luxuries such as elevators are
comfortably appreciated by all when one
steps in, pushes the button, and finds
a metal plate where the inspection stic ker
used to be.
But no one despairs, restful sleep can
always be obtained even during bomb-
scares because if the stairways are ever
blown apart every room has its own
safe exit-as long as the windowscreens
get removed first. However, one of the
most enjoyable aspects of Authority
Dorm is its ability to give that outdoorsy
feeling; the wind constantly blowing
through the hallways creating a loud,
high-pitched whistle which pleasantly
lulls its residents to sleep.
But excellent construction isn't all
the New Dorm has to offer. The white
walls and black floor were obviously
meant to radiate a homey atmosphere-
for a jailbird sentenced to live. Then
just outside of these motivating rooms,
another pleasing attribute can be found.
One can walk through different suites
to be further aroused by the various
textures and appealing colors (bright
red, yellow, green, or royal blue) of a
wall or ceiling. Now what more stimula-
tion can a normal college student want?
Learning is the main reason parents
send their innocent children to college,
and the ideal educational conditions pro-
vided by Authority Hall (especially when
parietals have ended and males can
easily come in through a window or
alarm door) can assure every mother
that her daughter will leave the dorm
at Fitchburg State College, satisfied.
DECEMBER 1, 1972
How many friends of Peter Johnson
(ex-editor of the CYCLE) were listening
to the Larry Glick radio show late last
Monday night when Peter called from
Florida to discuss his involvement with
the innovative "Share- A-Home" pro-
gram for the elderly? If you didn't
happen to catch the show that night I' 11
pass along Peter's "hello" to all his
friends in this area.
Trying to go through life with apositive
attitude is a worthy endeavor, but futile
for me. How can a sane person keep a
positive attitude when:
-the Sheriff of Boston decides to take
revenge upon the prisoners in the Charles
Street Jail who rioted last week by
stalling the re-installation of broken
windows through our first snowstorm of
the season and the several cold days
following: (that'll teach 'em, right
-Christmas lights are turned on two
w»eks before Thanksgiving Day at the
NatickMall. (What'cha gonna buy me for
-When I cut a full day of classes
because my windshield wipers wouldn't
function in our first snowstorm.. .left
my car in the garage all day...and the
damn things still don't work!
-When, at my own sister's wedding
reception the priest made passes at
my fiance, (quote: "I don't mean that
in an earthly way...")
-The Pope makes speeches from Rome
about the Devil being afoot in the United
States. (Lest we forget Watergate: "the
devil made me do it!")
Hello, hello, hello I will not be de-
feated, however, no matter how crazy
the world around me becomes! "The
goal of education is not to increase
knowledge but to create possibilities for
a child to invent and discover, to create
men who are capable of doing new
Jean Piaget. Thanks, Jean. HUCK
IT COULD HAPPEN! ! !
THE MINING OF THE SEACOAST AROUND MASSACHUSETTS
KtTuOVERN APPOINTED AMBASSADOR TO MASSACHUSETTS
MASSACHUSETTS WILL SECEDE FROM THE UNION '
MASSACHUSETTS WILL BE CUT OFF FROM THE REST OF THE COUNTRY,
FLOATED OUT INTO THE MIDDLE OF THE ATLANTIC OCEAN AND SUNK!!!
MASSACHUSETTS COULD DECLARE WAR ON THE UNITED STATES, LOSE,
AND BECOME THE WEALTHIEST NATION IN THE WORLD WITH THE
FINANCIAL AID NIXON WILL GIVE US.
EVERY ABLE BODIED PERSON FROM MASSACHUSETTS WILL BE THE
FIRST TO GO WHEN THE ESCALATION OF THE WAR STARTS AGAIN.
THESE ARE THE OUTLANDISH THINGS THAT MIGHT HAPPEN IN THE
4 YEARS WITH NIXON
LET IT BE KNOWN:
THAT THE DIFFERENCE BETWEEN GOOD AND EVIL; THE
SACREDNESS OF HUMAN LIFE; AND HOW COMMON SENSE WAS USED;-
ALL OF THIS WAS REALIZED BY THE MAJORITY OF THE VOTERS OF
MASSACHUSETTS AND THE DISTRICT OF COLOMBIA.
LET IT ALSO BE KNOWN THAT MASSACHUSETTS AND NEW
ENGLAND WILL AGAIN BE IGNORED FOR FOUR YEARS AND THE ONLY
RECOGNITION D.C. WILL GET IT THAT IT IS THE HOME OF THE PRESIDENT.
I WOULD VENTURE TO SAY THAT, BEING ABOVE IT, MASSA-
CHUSETTS WILL NOT TELL THE REST OF THE COUNTRY, "I TOLD YOU SO"
BUT WILL PROBABLY HAVE MANY REASONS TO DO SO DURING THE NEXT
This semester the English Department is offering a remedial -developmental
writing clinic to students.
I work with students on Monday, 2-4, and Thursday, 2-3, on the second floor
of Miller Hall. Individual help is offered to students.
I urge any student who needs or wants to develop his or her writing skills to
avail himself or herself of this service. Any student may come: those enrolled
in Freshman Composition who need extra help, upperclassmen who need help,
or those who write fairly well and want to do better.
by SAM ALONE
The cigaret- smokers of Authority Three are trying to cut down on their tobacco
intake. (The cigar-smokers refuse to give in.) The decision came last week,
when the last section of breathable air was hidden by a cloud of smoke fumes.
"It wouldn't be so bad," exclaimed Minnie, "But we can't even see the exit
through this fog."
"Never mind the exit," I grumbled. "I'm trying to find the bathroom!"
"Sam's right about one thing, though," said Cam. ("Yeah," Fran commented
in a whisper, "One is her limit."). "We have to get rid of this smoke."
"What if everyone inhaled at the same time and "
"Instantaneous death," proclaimed Violet.
"I've got it! Let's open all the windows."
"No." answered Fran. "We tried that last week, Herlihy thought we were
sending them smoke signals."
"First things first," I interupted. "Everyone who is smoking a cigaret right
now, put it out."
"Com' on, you can use gum or something instead." They reluctantly extinquished
their cancer sticks.
"Hey," cried Violet. "I can't light the aluminum foil!"
"Oh, Violet!" sighed Fran. "Take off the foil, then light it."
"Never mind that--what about this smoke!" I demanded.
"How about moving it to one of the other floors?"
"I don't think anyone would appreciate that." said Minnie, who lives on the
fourth floor. "I say we try the windows again."
"Okay, then, open the drapes."
"They are open, Sam." said Violet, pointing to two long black pieces of cloth.
"I thought they were white."
"Well, that's alright," Cam said cheerfully. "At least now they match the
walls and ceiling."
"And the windows," added Fran. "By the way, they won't open. There's
too much carbon caked on the handle. It won't budge.
Well, readers, I put it to you. We need help! Presently, we are completely
engulfed with fumes. Violet has just passed out on the floor. Her last words were,
"Just like home." (She lives just across the New York border.) The other girls
are coughing madly. I'm afraid the end is near--very near. And I still have to
use the bathroom!
CHEAP SENTIMENT IN THE
Give yourself a break and avoid this Academy Award-winning sop. Not only
do you save $2.50, but Vittorio DeSica's reputation can remain enshrined in your
head for Bicycle Thief, Shoeshine, Umberto D. Two Women and Marriage:
Italian Style without having to deal with the old man's current sentimentality
The subject matter of The Garden of the Finzi-Continis holds lots of possibi-
lities, and could have been the stuff of a great film. Adapted from the autobio-
graphical novel by Giorgio Bassani, the story concerns the responses of two
Jewish families in Ferrara, Italy to the coming of Fascism and imminent anni-
hilation between 1938-43. The Finzi-Cintinis are landed aristocrats who dis-
dain involvement in the events of the city; the second family is bourgeois, worried
at the rise of anti-Semitism, but deeply divided and contradictory about the Fas-
cist government. The families are joined through the abortive love affair of young
Giorgio for Micol Finzi-Contini.
Sounds good. Even made me want to go see it. Might deal intelligently with
class differences, styles, contradictions, and the origins of fascism in Italy.
Bo Widerberg's Adalen 31 and Joseph Losey's The Go-Between both skillfully
used romantic adventures between classes to illuminate and personalize histo-
rical circumstances. But Garden of the Finzi-Continis fizzles from the start
with cheap cinematic and dramatic tricks that combine with a curious nostalgia
for gentility, remoteness and passivity.
There wasn't a whole lot I liked about Finzi-Continis. The color photography was
fuzzy and soft like one long dream sequence shot through gauze. Maudlin classi-
cal music heaves and sighs with impending tragedy throughout. The elder Finzi-
Continis walk through their walled estate like blissful zombies as DeSica clubs
you over the head with sweet gentility.
Micol Finzi-Contini and her younger brother Alberto are near laughable ste-
reotypes of upper class ennui, dissolute desires and finally debilitating angst.
De Sica hints at incest between them, and Alberto's homosexual longing for
(no kidding) a Communist. Later, DeSica lingers on Micol's impassive face as
she sits naked after making love with the same unaccountably aristocratic Com-
minist. The implicit contention that the characters' morality directly contri-
butes to their demise at the hands of the Fascists is just tripe and only adds to
the soap opera quality of the film.
The home life of the bourgeois family is more belie vably portrayed, but again
includes transparently staged and poorly acted scenes that drip with De Sica's
Heavy-handed cinematic devices abound that would be an embarrassment even
for less well known directors. Zoom shots to six-pointed Jewish stars recur
again and again; a student brandishes his concentration camp tatoo for the in-
genuous Giorgio; a Fascist officer in the Finzi-Contini home accidentally smashes
a beautiful antique; and all the Finzi-Contini servants are clustered about the
foot of the giant staircase as the family imperially descends into the hands of
the Fascists. The lugubrious Yiddish lament for the dead at the end of the film
is simply too much— the effect is cloying bathos that ultimately evokes resent-
ment at the manipulation in all this.
But I suspect my disgust with The Garden of the Finzi-Continis comes not so
much from its cheap tricks and unsubtle characterizations as the sentiment that
lies behind it. Granted that the historical events of this film occured, and would
no doubt happen again under similar numbing conditions. But De Sica openly
lavishes affection on these spoiled characters and their remote life style "before
I have no patience with elegies for aristocratic gentility, Jew or gentile. And
I have no patience with passivity and social aloofness. Perhaps DeSica's is an
old man's sentiment, wiser and more fully humane than mine. But bourgeois and
twenty-six, 1 sure as hell can't get behind it.
DECEMBER 1, 1972
by DONNA WRIGHT
The "Open Classroom" has caused
much controversy in experimenting with
new approaches to education.
Mrs. Mitchell Hyatt, a public school
educator and Teaching Assistant to the
Lowell State Graduate School, is a strong
advocate of the "Open Education" pro-
gram. She is employed under the Model
Cities program and conducts her classes
as "Open Classrooms."
INTERVIEWER: Mrs. Hyatt, would you
please tell me about your job as an
MRS. HYATT: I'd be very happy to. I
work in the Bartlett School Acre Section
which is the most depressed area of
schools in Lowell. The Bartlett accomo-
dates grades kindergarten through the
ninth. I teach the fifth grade.
There are two other women who teach
the fifth grade with me: both women are
novices. I am the only one in the class-
room with a Masters in education.
INTERVIEWER: What is the "Open-
MRS. HYATT: The "Open CJassroom"
is a place where far more freedom is
made available to the student in compari-
son to a traditional classroom. You will
note that I said available. The "Open
Classroom" is a privilege and requires
extensive preparation on the teacher's
behalf. There is no standard teaching
outline in this program due to its flexi-
bility. Each teacher may use a different
approach if he or she so desires.
In my class we use contracts. The
contract is especially designed for each
student and on each contract there is an
outlay of the whole day's schedule. If
a student is capable of working out his
own schedule then we allow him to do
so; if we feel he needs guidance then
we design it for him. The contract offers
many different activities under each
subject heading and it can be changed
if a student provides a just reason for
wanting to do so.
The contract is agreed upon first thing
in the morning and then the student be-
gins his work. During this time we
allow stirl^nts to sit in groups and
help one a.iother. If a student should
finish his contract and journal earlier
than the normal morning time alloted
to him, than he has earned free time.
Free time is granted after the contract
is approved by the teacher, whereby one
of us issues him a colored marker to
place on his desk while he chooses
an activity of educational games, puzzles,
The contract work is self-corrected
and then corrected again by the teacher.
The grades are; S-satisfai:tory,N -needs
improvement, and I -unsatisfactory. We
expect a student to work only to his
INTERVIEWER. With all this freedom
one would expect a certain amo.int of
cheating-does this occur?
MRS. HYATT: Of course. In the begin-
ning of the year the student doesn't know
how to handle this kind of freedom;
particularly if he is from a traditional
classroom setting. The grade is what is
"almighty important" to him then. How-
ever, he soon finds that we don't give
grades, and that freedom is earned and
can be retracted if abused. This way
the student soon realizes that freedom
of choice is more important than scraping
for a grade. We only expect him to work
to his ability. As the saying goes,
"one man's C is another mai's A."
INTERVIEWER: If you don't measure
a pupil's ability through grades than
how do you measure it?
MRS. HYATT We measure abilities
through diagnostic tests given each quar-
ter. This provides us with a method of
constant evaluation. This way classwork
can be re-adjusted according to pro-
INTERVIEWER: What benefits are
derived from this type of classroom?
MRS. HYATT: There are numerous
benefits for both student and teacher.
The one result that pleases me greatly
is the reduction of absenteeism. Ob-
viously our students are finding school
an enjoyable place to go. It is no longer
a threatening institution. And believe mc-
the kids from this area are on their
own! If they wanted to cut, they would.
The concept of contracting with a
student puts him on a greater level
intellectually and socially. The student
isn't dictated to, he may choose. This
results in more interaction between
student and teacher. I have more time
to give students individualized help.
During contracting time everyone is
working on a different project and as
I circulate among them I stop and offer
opinions or give help if it's needed.
There is also more interaction between
students. They can work in groups and
help each other if they so desire. This
develops a realization of worth between
people. As a result there are more
intrapersonal relationships developed in
this type atmosphere.
INTERVIEWER: Do you feel it would
be easier to operate on "Open Educa-
tion" program in a school such as
Chelmsford in comparison to Lowell?
MRS. HYATT: Yes and no. I really
can't answer that question definitely. I
student-taught in Chelmsford and there-
fore can only speculate. However, I do
believe that all children can be taught
to respect freedom no matter where
they're from. The disciplinary measures
may be different, but the results should
It could be that parents would be more
of an obstacle than the children. The
parents of the children from Lowell are
no problem at all when it comes to
introducing new educational techniques.
They just don't care: They seem to be
interested in the discipline problems of
their children more than any intellectual
or educational difficulties.
The parents from Chelmsford are,
for the most part, educated middle class
people with time to be concerned about
their child's education. These people are
the ones that would be more interested
in opposing a program like "Open Edu-
cation." Understand me now- I am not
saying this is the case with Chelms-
ford parents; what I am saying is that
these people would be more likely to
oppose any program if they felt it was
not in the best interest of their child-
INTERVIEWER: What happens when a
student educated in the "Open Class-
room" during his elementary years
enters the traditional high school?
MRS. HYATT: First of all let me
say this; almost every town or city
has at least one school that is trying
"Open Education" methods. And not all
of them are elementary grades either.
Many high schools are now using the
Pass/Fail grading system-and with much
success I understand.
So. as much as I can forsee, schools
all over are changing and the student
in future years won't be bouncing be-
tween tradition and revolution.
In regard to the student now making
this transition; if he's going from ele-
mentary "Open Education" to high
school tradition, than he should have no
negative affects. His attitude towards
learning should be better if anything.
He should also be of an age whereby
this transition would be better under-
For students making the reverse
change I say this; young people are
extremely flexible and can adapt to
changes more easily than adults realize,
If high school freedom poses the greater
problem than we would at least know
where "Open Education" should begin
in a student learning career.
APO now has a service bulletin board
on the second floor of Edgerly inside
the door closest to Thompson Hall.
If you need volunteers for any type of
service project, you can contact APO
Charles Corley Mailbox #231
John Nott Mailbox #826
Rick Paula Mailbox #866
Ken Stevens Mailbox #1054
Dr. Bernstein Psychology Dept.
and we will gladly put a note about your
project on our board. We will also have
a list of APO service projects there,
to which anyone who cares to come is
For quite a while I have wanted to
make my thoughts known concerning life
and attitudes on this campus, however
I was always too chicken to do so.
Lately though I have been noticing that
others have been writing comment
columns for the paper so I figured that
I should try my hand.
The only real problem I've had is to
determine where and how to start. This
problem was solved when I read the
letter to the editor by J.G. condemning
someone who is writing under a pen-
name, and for reading letters to the
editor. I was somewhat perturbed by
what I read so I decided to check things
out. I tried to find out who ChashaChanna
was and this I managed to do by speaking
with some of the Cycle staff. Later when
I confronted her with the fact she did
admit that Channa was she. She did
have two comments though; her first
was anger over the fact that the Cycle
people (in particular-although they were
not the only ones) did not bother to
keep the pen-name secret. Her second
reason for being angry is that J.G.
accused her of not using her rightful
name—implying sort of that she was
chicken to use her real name. Well for
the information of J.G. and anyone else
who might give a care is that Chasha
Channa is her real name, her other
name is merely an English language ver-
sion of it. Now I am not condemning
J.G., the Cycle or anyone else, and I
definitely am not singing C.C.'s praises,
what I am doing though is trying in my
own small, very untalented way to get
everyone on this campus together. I
don't care what faction you might be
from or who your great grandparents
might be etc. etc. and so forth, but what
I do care about is having all of us able
to cope with everyone and being able
to accept criticsm from others. How
in God's name can we scream for peace
and understanding for the entire world,
how can we attack one man or various
groups of men all in the name of
"PEACE" if we can't even get along
in this microcosm of society that we
If someone has comments on what is
happening here, than for the sake of
all that is held dear do not condemn
that person for the comments. Reply,
yes, reply to the comments but do not
indite the one who made them.
I don't have anything else to say—
for now at least, however, I do hope
to be able to continue commenting. If
anyone has gripes about anything write
to me care of the campus mail, maybe
I'll turn into an ombudsman and we
can work our gripes out together. This
has been a kind of a hodge-podge of really
nothingness but I had to get it out of
From theFirstCircle, this is Nabokov.
DID YOU KNOW
that there is rumor of a mandate
to the faculty that if they are not in
their proper place at the proper time
during final exams, that they will be
docked one month's pay!!!!!
that the member of a high school
band was kicked out for "tooting" his
trombone with a McGovern sticker at-
tached to it, while President Nixon
made a visit to his school!!!!!!
'70 - $1.00
'71 - $2.00
'72 - $3.00
SENIORS - $1.50
U NDERCLASSMEN - $3.0
ORDER A T
LOWER THOMPSON HALL
THE BOOK STORE
MON. & TUES.
8.00 A.M. TO 12.00 NOON
DECEMBER 1, 1972
Getting Ready To Take
The National Teacher Examinations 1972 - 1973
To help you get ready to take the National Teacher Examinations, we have listed
on the following pages typical questions asked by other students, and have answered
them as concisely as possible.
What are the National Teacher Examinations ?
Many graduate schools, state departments of education and local school systems
require teaching applicants to submit scores on the National Teacher Examinations,
which are administered by the Educational Testing Service of Princeton, New Jersey.
These examinations are designed to provide objective measurements of the knowledge
and abilities required of teachers. The tests in the program assess the candidate's
general academic knowledge, his professional knowledge, and his specialized know-
ledge for specific teaching areas.
Who uses the National Teacher Examinati ons ?
The National Teacher Examinations are used primarily by state and local school
systems, teacher education institutions, and other agencies concerned with the
guidance, preparation, certification, and employment of teachers for elementary and
iiany school systems find NTE scores a very useful supplement to college records
and other credentials submitted by teacher applicants. With experience, school
personnel administrators learn to interpret properly academic records they receive
from institutions that prepare many of their beginning teachers. However, these
subjective interpretations are difficult to apply fairly to graduates of institu-
tions having differing standards and marking practices. Accurate and fair evalua-
tions of preservice preparation are even more difficult for applicants from
colleges whose programs and standards are not well known to employing school
officials. NTE scores enable school personnel administrators to evaluate the aca-
demic status of teacher applicants on standardized scales without regard to such
Many state school systems use NTE results to add teaching fields to certifi-
cates previously issued by the state; award grant-in-aid for summer school atten-
dance to complete fifth-and sixth-year programs; award regular certificates;
evaluate credentials of applicants with typical patterns of education; obtain
objective data as a basis for research on the quality of teacher education; renew
provisional certificates; validate credits earned: a) at unaccredited institutions
and b) toward special certificates; and in lieu of certain course requirements for
certification in some fields.
Colleges and universities use NTE results priraarily to assist in makirg institu-
tional or program evaluations, in counseling and placing students, and in screening
applicants for admission to programs of study beyond the baccalaureate level. The
NTE are also used in the comprehensive examination of seniors completing pre-
service preparation for teaching. With the recent emphasis on accreditation for
teacher education, colleges are now using the NTE as a source of objective data in
support of institutional applications for accreditation by the National Council
for Accreditation of Teacher Education (NCATE).
Do school systems and graduate schools in Massachusetts require the National
To the best of our knowledge there are only three school systems in Iiassa-
chusetts that presently require the National Teacher Examinations. These school
systems are: Boston Schools, Cambridge Schools, and Somerville Schools. Whether
or not other schools in Massachusetts make use of National Teacher Examinations
results for hiring or tenure decisions is unknown at this time. Many school
systems once required the National Teacher Examinations, but over the past few
years the trend has been to drop them as a requirement, Whether this trend will
continue or whether it will be reversed, due to a surplus of teachers in the job
market, can not be determined at this time.
Very few colleges in biassachusetts still require the National Teacher Examin-
ations as an admission requirement to their graduate programs. Today the Graduate
Record Examinations and/or the Miller Analogies are used for graduate school ad-
T eaching Principles and Practice s. This part estimates the candidate's under-
standing of general concepts and procedures pertaining to the guidance of learning
in a classroom, regardless of the particular content area. Questions included
sample topics such as classroom organization and management, organization of
instructional materials, instructional behavior of teachers, and evaluation of
The three General education
general cultural background:
Pests cover significant aspects of the candidate's
'■'"ritten English expression . This test provides a measure of two factors
judged to be of particular significance to teachers: general verbal ability and
correct use of the English language. It contains questions on granmatical con-
struction, punctuation, capitalization, word usage, and sentence construction.
Social Studies, Literature , and Fine Arts . This test furnishes an estimate
of the candidate ' s cultural development in the liberal arts field named in the
title. The questions are directed toward measuring broad understanding rather than
intensive preparation in these fields.
Scienc e and Mathematics . This test provides an estimate of the candidate's
general background in the scientific and mathematical fields. The questions
emphasize an understanding of basic concepts and generalizations in these fields
which might reasonably be expected of any teacher, regardless of his field of
What are the Teaching Area Examinations ?
The Teaching Area Examinations are measures that aid in evaluating the can-
didate's preparation to teach in their chosen fields. Tests are offered in the
following teaching fields:
3iology and General Science
Chemistry, Physics, and General Science
Early Childhood Education
Educational Administration & Supervision
Education in the Elementary School
Education of the Mentally Retarded
Education in an Urban Setting
English Language and Literature
Industrial Arts Education
Media Specialist-Library and Audio-
Men's Physical Education
Reading Specialist-Elementary School
Speech Communication and Theatre
Women's Physical Education
Education in the Elementary School is intended for teachers in the general
field of elementary education, grades one through eight. It contains questions in
the elementary education content areas of reading and other language arts, mathe-
matics, social studies, science, art, music, physical education, health, 4 safety.
Early Childhood Education is intended for those specifically planning to teach
children below the fourth grade. In addition to stressing the elementary educa-
tion curriculum areas appropriate for this level, the test includes questions con-
cerning profrssional information pertinent to teaching young children.
Reading vpecialist-Elementary School is for candidates with advanced prepara-
tion in reading instruction at the elementary school level.
The Media Specialist test consists of questions relevant to this area that are
applicable to both elementary and secondary level.
Education of the Mentally Retarded is intended for those specifically planning
to teach retarded children and youths.
The remaining Teaching Area Examinations focus on the secondary level. Each
test samples the candidate's knowledge of the content basic to that particular
field, the skills -.seded by the teacher to communicate this content effectively in
the classroom, and the body of professional information unique to that particular
What is Fitchburg State College's Policy on the National Teacher Examinations ?
At Fitchburg State College all teacher education majors must take the National
Teacher Examinations (Fitchburg State College catalog 1972-1973, p. 26).
Why are the National Teacher Examinations required ?
A crucial requirement for accreditation by the National Council for Accredi-
tation of Teacher Education (NCATE) is that the college should evaluate the
teachers it prepares. This evaluation should be used to obtain assessments of
teacher graduate quality, to provide information in order to identify areas in the
program development. The results of the National Teacher Examinations are
presently being used by Fitchburg State College in order to satisfy this NCATE
Why should I_ be concerned about the college's accreditation ?
Very simply, especially in today's flooded teacher job market, college
accreditation influences whether or not teacher graduates will be considered for
What are the parts of the National Teacher Examinations ?
The National Teacher Examinations provide measures within three major curric-
ular domains of teacher preparation: general education, professional education,
and subject- field specialization. The tests are organized into two batteries.
First, the Common Examinations - designed to measure certain knowledge and
abilities expected of every teacher; and second, 27 individual Teaching Area
Examinations - designed to evaluate the candidates' special preparation for specific
What are the Common Examinations ?
The Common lixaminaiions provide a general appraisal of a prospective teacher's
basic professional pre^s ration and general academic attainment. The battery con-
sists of a Professional Education Test and a set of three General Education Tests.
The Professional Education Test measures achievement in three important
dimensions of professional studies:
Psychological Foundations of Education . This part of the Professional Educa-
tion Test assesses the candidate's understanding of the field of psychology as it
relates generally to education and specifically to the teaching-learning process.
I -. includes questions covering such topics as human growth and development; motiva-
tion; nature and nurture of learning; personality and adjustment; and measurement,
evaluation, and research.
Societal Foundations of Education . This part focuses on the candidate's under-
standing of social factors related to the teaching-learning process and to the
curriculum. I". includes questions covering such topics as the history and
philosophy of education, the organization and administration of the American school
system, the school and society, and the professional role of the teacher.
How many item s are on the National Teacher Examinations and what is *he working
time involved ?
The following table lists the tests in the NTE Program, together with the
number of items and the time limit for each test.
Number of Itedis and Working Time for the NTE Tests
NTE VESTS NUMBER OF ITEMS
I. Common Examinations
A. Professional Education Test 110
B. Generii Education Tests
1. Writer. English Expression .... ^5 JO Minutes
2. Social Studies, Literature
and Fine Art3
3. Science and Mathematics
General Education Total .
Common Examinations Total .
II. Teaching Area Examinations
65 ho Minutes
50 35 Minutes
1 hour and
3 hours and
When are the National Teacher Examinations given ?
There are four nationwide administrations of the examinations, during the
winter, spring, summer, and fall of each year. The Common Examinations are given
in the morning and in the early afternoon. The Teaching Area Examinations are
given in the afternoon, on the same day as the Common Examinations. See the table
for specific 1972-1973 National Teacher Examinations dates below.
National Teacher Examinations 1972-1973 Dates
Examination Dat es Registration Closing Dates
November 11, 1972 October 19, 1972
January 27, 1973
April 7, 1973
July 21, 1973
January '4, 1973
March 15, 1973
June 28, 1973
Vhere are the National Teacher Examinations civen ?
The National Teacher Examinations are administered at hundreds of^ examination
centers located throughout the country. Fitchburg State College is one of these
examination centers and the National Teacher Examinations will be given here on
April 7, 1973.
DECEMBER 1, 1972
How do you apply to take the national Teacher Examinations ?
Every candidate must file a formal application with the Educational Testing
Service and pay an examination fee. To obtain an application and information on
the time and places for this year's National Teacher Examinations, see the
secretary in the Behavioral Science Department (BS 103) •
How are the scores on the National Teacher Examinations reported ?
The applicant will receive a report of scores directly from the Educational
Testing Service. He may also have his scores reported to as many as three school
systems or colleges without an additional fee.
What are the examination fees ?
The following table lists the fees for the National Teacher Examinations:
Pee during regular
Pee during late
Coninons and Teaching
Scores reported to extra
school systems or colleges
Pee for transfer
of test date
How important are the
on the National
A candidate's score on the National Teacher Examinations provides the one
common denominator by which he and applicants from other institutions may be com-
pared. Therefore, considerable attention is paid to the applicant's performance
on these tests. However, this does not mean that the scores on the National
Teacher Examinations are of greater importance for his acceptance by a school
system or his admission to a graduate education institution than his scholastic
standing, his letters of recommendation, the reports of committees that have inter-
viewed him, or his personal qualities and characteristics.
What is the role of the Evaluation Committee ( Teacher Education Council ) at
Fitchburg State College ?
The basic objectives of the Evaluation Committee of the Teacher Education
Council involve the purpose and future outlook for the National Teacher Examina-
tions at Fitchburg State College. The Committee reviews past and present results
in view of its relation to the teacher education program objectives and goals.
Results are critically analyzed, evaluative procedures and instruments up-dated
accordingly and additional evaluative techniques suggested and developed as needed.
The committee's efforts will be published in an annual review.
How should you prepare for the National Teacher Examinations ?
There are Score-High Exam Books specifically designed to help candidates pre-
pare for the National Teacher Examinations. These books and other useful informa-
tion can be found at the Fitchburg State College library. See the bibliography
Cowles Book Co. Editors. How to Pass N and E Teaching Area Examination : Early
Childhood Ed. Cowles Book Co. Inc., N. Y., 196?!
Cowles Book Co. Editors. How to Pass N and E Teaching Area Examination : Ed . in
the Elementary School . Cowles Book Co. Inc., N. Y. , 19613
Cowles Book Co. Editors. Preparations for national Teachers Examinations . Coroaon
Examinations . Cowles Book Co., Inc., N. Y . , 1967
Gruber, Edward C. National Teacher Examination Teaching Area Examination : Ed. in
the Elementary School . Arco Publishing Co., Inc. N. Y., 1967
Gruber, Edward C. How to Score High on the National Teachers Examination . Arco
Publishing Co., N. Y., 196^
Gruber, Edward C. National Teacher Examination : Teaching Area Examination : Early
Childhood Education . Arco Publishing Co., Inc. N. Y., N.Y., 19^7
Rudman, Jack. National Teacher Exams : 12 Volumes . Psychological Foundations of
Education ; Societal Foundations of Education ; Teaching Principles and Practices ;
Social Studies , Literature and Fine Arts ; written English Expressions ; Education
in the Elementary School ( 1-8 ) ; Early Childhood Education ( K-3 ) ; Administration
and Supervision ; Guidance Counselor ; Library . National Learning Corporation,
Brooklyn, N. Y., 1967.
Weinlander, Albertina Abrams. Barron ' s How to Prepare for the National Teachers
Examinations . Barron's Educational Series, Inc., Woodbury, N. Y., 1971
Co., N. Y., 1967
How to Pass National Teacher Examinations . College Publishing
FREE TAX ASSISTANCE! F.S.C.
IRS is sponsoring a Volunteer Income Tax Assistance Program to provide
free tax assistance to those who need it. In VITA, members of the community,
welfare groups, retirement organizations, colleges and universities, religious
and governmental organizations volunteer to help taxpayers prepare their tax
returns completely and accurately. These tax assistors will hopefully reach and
be able to help many individuals, particularly the elderly and those with lower
incomes. The VITA program can also be used by teachers in adult education
What Would I Have To Do'.'
You will have to spend some time in
training to be able to provide this help
to others. This training will probably
require two or three days or evenings.
After that, your commitment to VITA
would entail your giving up as few or
as many hours per week as you wish to
help others with their tax returns.
W hat Type Qf Training Is Available?
The VITA materials utilize pro-
grammed instruction and can provide all
the training you need. The Internal Reve-
nue District office will offer a number
oi VITA training sessions in many loca-
tions throughout Massachusetts. These
sessions will be offered shortly before
and during the 1972 filing period (Decem-
ber 1, 1972 - April 1, 1973).
For Further Information:
Contact Student Personnel Services Of-
PAUL JACOBS - A VERY SUBJECTIVE JOURNALIST
by John Jekabson / AFS
Paul Jacobs' days start at 4 a.m. when he sits down to his typewriter in the
book-lined study of his comfortable Pacific Heights home in San Francisco.
"I only need four hours of sleep, maybe five, if I've been stoned," Jacobs says,
patting his black and white cat Julia.
The disciplined schedule enables Jacobs to produce at a prolific rate. Right
now he is working on some six projects; two books on police in America, an
article on police agents for Playboy, several news pieces for Channel 13 in New
York, plus occasional articles for various intellectual journals on the left. He
is also set to do an interview of Moshe Dyan for Playboy and start his own TV
cooking show in New York in January.
With all this Jacobs still does news stories for San Francisco's Channel 9
"Newsroom" and speaks on college campuses and at civic meetings. He has
had over 200 articles published in everything from the Atlantic to Rolling Stone
and The Realist. Among his seven books are The State of the Union, If Curly
Jewish? Between the Rock and the Hard Place, and The New Radicals.
At 53 the shaven-headed Jacobs finds himself something of a television person-
ality—a celebrity apart from the news he reports. His stories have generated
controversy because the targets he attacks—the FBI or the Atomic Energy Com-
mission—have been held sacrosanct by the straight media. A month ago Jacobs'
sequence on the Public Broadcasting System's "The Great American Dream
Machine" wasMachine" was abruptly cancelled following a telegram from J.
Edgar Hoover to PBS President Hartford Gunn. The program introduced three
former FBI informers (on movement groups) who admitted instigating violence
that could be blamed on radicals. Eventually the segment was shown, but only
as a part of a long discussion on "The Freedom and Responsibility of the Press."
Recently Jacobs taped an interview with Los Angeles police agent Louis Tack-
wood also for the "Dream Machine". As of yet he doesn't know if it'll be shown
"I never believed in objective journalism," Jacobs says. "My politics are
radical and I tell people right out front where I stand. My facts are always cor-
rect and there isn't any covert bias in my stories. Most journalists indulge in
self-censorship or write to the viewpoint of their audience. But no matter how
hard they try they deceive the public because they cannot get rid of their un-
At times Jacobs gets story suggestions from the large national magazines,
but he only writes about subjects he likes— social and political issues. "They
call me because they know I'll deliver," he says. "Radical journalists are to-
lerated today even on television. We're put on as tokens to the 'freedom of
However, there is alimit to how much exposure someone like Jacobs can get
on the airwaves. Last summer he wanted to have his own news program on
KQED, San Francisco's educational station, but his politics got in the way.
"The station said my radicalism would stop people from contributing funds,
and that the audience wasn't ready for my views," Jacobs recalls.
"Right now I don't see the kind of shows I do on TV bringing about any funda-
mental changes. You just reinforce people's ideas about what they already be-
lieve. People come up to me and say, 'I enjoyed seeing you.' What do they mean?—
that they enjoyed seeing a man with his face eaten away by radiation? or people
planning killings for the FBI? They still look on you as an entertainer, not a
Jacobs doesn't foresee much chance for radicals to influence TV because the
medium is too audience and money conscious. Though his first love is still writing,
he plans to appear more and more on TV.
"I can write five articles in the time I do one TV piece. But people just don't
like to read anymore," Jacobs says. "And most of the time radicals are talking
to themselves anyway."
"Our generation grew up with a continuity of radical thought. Older people
served as my teachers. But World War n and the McCarthy period destroyed
the continuity. Today we spawn revolutionaries like fruitflies— a new generation
each year, but each ignorant of what the previous ones had done."
"at the present there seems to be no radical movement in America, at least
there isn't any theoretical structure to it. The FSM generation adopted an exis-
tential view of politics and totally rejected the past and with that, a sense of
history. This doomed it," Jacobs said. "Now people are searching for a line
and they pick up the easiest one. That's why groups like the Trots which have
a set line are getting more people."
BUILD BEACHES WITH
— Elinor Houldson/AFS
(AFS) A Rutgers University professor concerned with erosion of shorelines
has a unique idea which would also cut into the solid waste problem. Dr. Michael
D. Piburn suggests that crushed glass could be used to stabilize beaches.
In his recent article in Natural History Magazine, he points out that present
efforts to combat erosion involve removing sand from bays behind barrier islands
in order to refill beach areas. Naturally, this procedure endangers a wide variety
of animal and marine life because these areas are the breeding grounds for clams,
crabs, some of the flounders, and various kinds of waterfowl.
Most available sand is too fine in texture to become a stable component, so
it is soon washed away and the beach again needs to be reinforced. The ad-
vantage of "artificial sand" is that it can be crushed into any size range. The
glass fragments, says Dr. Piburn, "would be quickly rounded in the surf, so
that they would present no danger to people on the beach." He believes the co-^rse-
ness of the pulverized glass might lead to greater beach stability.
Comparing costs of dredging natural sand from bay areas to the cost of
processing and transporting the "glass sand," the professor states the process
is economically feasible, and— beyond economics- -it would save the valuable
inshore water tributaries for wildlife.
We are reaching the point where the only place left to discharge waste is in
the ocean, so recovery becomes absolutely essential. If we can dispose of part
of our annual 15 million tons of waste glass, and at the same time protect both
our shoreline communities and our wildlife, Dr. Piburn' s plan certainly deserves
DECEMBER 1, 1972
by DONNA WRIGHT
Needless to say, imagination is a
wonderful thing. My imagination, the
imagination of Donna M. Wright, is quite
vivid and often goes on picturesque ti-
rades in living color.
One of my favorite fantasies is to
make animals of people and oftentimes
I tell the poor soul what I think he
or she looks like in my mind's eye.
Most people who associate with me know
about this queer quirk I have and many
have already been christened with a
verbal, or sometimes drawn, caricature
One of my best caricatures takes place
mentally everytime I look upon the face
of a working associate, Louis J. March-
esani. Louis is approximately five feet
eight inches in height andcouldn'tpossi-
bly weight more than one hundred and
sixty pounds soaking wet. He is of
Italian extraction and possesses dark
hair and dark eyes as well as the olive
pigment that is sometimes characte-
ristic of the Italian nationality.
However, everytime I look at Louis
I see a baby bald eagle sitting in half
an egg-shell which is completely cracked
and ragged around the edge. Louis is
blinking his dark brown beady eyes
through huge black horned-rimmed
glasses. And last but not least, Louis
has a cute, but large, white linen eye-
let lace, babies bonnet on his fat round
Another pitiful victim of my savage
imagination is my husband, Mr. Paul
Wright. Paul has it worst of all because
I usually cast him as many animals
depending on what he is wearing, how his
hair is combed, or even if his mood
Worst of all, I have even imagined
him as something other than an animal -
I've imagined him as a vegetable. Yes,
it's true. My five foot eleven inch,
two hundred and twenty pound . blue-
eyed, sandy-brown - haired husband of
German extraction, a garden greenery!
This strange vision came to me as
we were preparing for a wedding. Paul
had donned his conservative green suit
with a lighter green shirt and as he
strode down the hall trying to knot his
tie, I saw it. A gigantic red-orange
carrot! This carrot was the funniest
darn thing you'd ever want to see.
The fat part of the carrot was on the
bottom and protruding from here were
two large clumpy boots with square
toes and gold buckles. Around the low
In the U.S. government's stride to
maintain a stable empire, they have tried
to develope a new kind of soldier, one
more in harmony with the conditions of
advanced imperialistic capitalism. They
think that they have found one — the
Thus far, the Pentagon has spent over
three billion dollars on the develop-
ment of an electronic battle fied. One
development called '-Fave Phantom"
is a computer guidance system for air-
craft. After the pilot pushes the ap-
propriate buttons for tiiis choosen weapon
and target, the computer automatically
steers the aircraft to its destination and
releases the weapon.
Other automated bombs include the
"smart bomb" and the TV bomb. The
"smart bomb" is guided to its destina-
tion by radar, while the TV bomb has
a camera in its nose by which it pic-
tures in on desired targets.
They don't always work, however, but
the image of a world-wide American
robot army seems intensely attractive
to its proponants, among them Senator
Goldwater and General Westmoreland.
In testimony recorded in the October,
1969 "Congressional Record," West-
moreland managed to combine the
breathless delight of a TV commercial
(instant relief against Communism) with
the measured cadence of a visionary
evangelist. "I see battle fields or
combat areas that are under 24 hour
surveillance of all types. I see battle-
fields which we may destroy anything we
decide on by locating it through instant
communication and the upmost ap-
plication^of lethal firepower," intoned
middle of the carrot was a wide brown
garrison belt and from the high middle
to the neck was a long skinny dark
green tie against the beautiful orange
background. Paul, the carrot, had no
face except for two teeny bright blue
eyes shining from the top of the skin-
ny half of the carrot, and from this
half came profusive shocks of greene-
ry. No doubt this was representative
of my hubby's large mass of curly
hair which looks like a "Bob Dylan"
special. Telling Paul of this fantasy was
a mistake as he felt he was looking
"pretty good" and all "spiffed-up" for
the wedding; and as a result he nearly
choked himsslf to death with his own tie
upon hearing this revelation.
My last reported vision is again of
my husband Paul. It was a hot August
evening and we were thoroughly enjoying
the cool refreshing swim in our neigh-
bor's new built-in pool when, with the
help of an electronic-insect extermi-
nator, I imagined the most absurd-
looking character yet.
The black light from the exterminator
made anything that was light in color
appear luminescent and twice its size
die to the brightness. So there it was,
readers, lumbering down the diving
board and up, up, up, into the air it
did soar-a giant Baby Huey with the
whitest triangle diaper you ever did see!
My husband, as you can tell by now is
no Tinkerbell, and this black light de-
finitely did nothing for him. Under the
pool lights he appeared yellowish, and
needless to say his light colored swim-
suit was so bright and immense, that
is all one saw All he needed was a set
of huge baby ducky safety pins to make
the picture complete.
Laughingly, I told Paul of his newroie
and as I soared up, up, up, into the
air and down, down, down, into the cold
depths of our neighbor's new job, I
decided I should keep my little talent
WASHINGTON, (APRIL 17).. .."In lieu of
bomb ; ng and killing people in Vietnam we
should use the equipment in Indochina
to save lives in the starving nation of
Bangladesh," stated the presidents of
four U.S. student organizations.
"The urgency of the situation in Bang-
ladesh and the immediate necessity to
halt the massive killings in Vietnam dic-
tate that the people of the United States
stand-up and be heard.
••Between two and three million people
nave died in nine months of war, di-
sease and starvation in what was once
East Pakistan - now Bangladesh. The
death tolls are mounting fast while the
U.S. Insists-on killing thousands of
people in Vietnam.
'•The cost for one bombing run by
one B52 is over $41,000. The cost of
delivering 44,000 pounds of food in
Bangladesh is only $1,000. In our opi-
nion, the ends of justice would be bet-
ter served by saving lives than taking
Represented were the Presidents of
the U.S. National Student Association,
National Student Lobby, Student World
Concern, and the Student National Edu-
cation Association (Tabankin, Coye, Ha-
milton, Buress, respectively.)
"We are pleading with everyone to
help. The situation is so sick, that
words cannot express our concern. Sym-
pathy is not needed; it just won't do.
The alleviation of the problems in Bang-
ladesh is going to take cash, plain
cash," Hamilton added.
Tabankin furthered "....that funds to
help save the people of Bangladesh could
be sent to the Emergency Relief Fund,
Inc., P.O. Box 1776, Washington, D.C.
Anyone desiring more information is
urged to call (202) 638-6304 (1012 rth
St., n.w., Washington, D.C. 20005) on
the Bangladesh side of the issue.
Questions about student involvement to
end the war and bombing should be di-
rected to (202) 265-9890.
Have a problem you'd like some help
with? Drop a line to Helpful Hanna in
care of the "Cycle".
Dear Helpful Hanna:
There is a girl at Fitchburg State I
would like to ask out. The problem is I
don't have the money to take her
anywhere. I'd feel pretty stupid asking
her to go dutch on the first date. A
lot of other students must have the same
problem. What should I do?
"Anyone for Tennis?" Find out what
the two of you have in common and take
it from there. There are a few things
that don't cost any money. Find out what
her interests are on.
In response to "The Desperate Soul"
in the last issue of Helpful Hanna' s
column, a few of us heterosexual males
have combined our efforts to see how
desperate she and other females on this
campus are. Of course we are some
dynamite beautiful cats (just in case
you wanted to know). In replying to
Sweetback, Johnna, Hotlips or Buddah,
place the name on the letter in reply
in care of box 948 campus mailbox.
Eat your hearts out no longer, for
Sweetback, Johnna, Hot lips and Buddah
I'm bonified, solitified and qualified
to do anything your heart can stand, it
all depends on you. I'm listed in the
yellow pages all around the world, 24
experience in loving sweet young girls.
I don't know, but I've been told by a
signifying dipper, that 64,000 weeping
husbands, been calling me Jo the ripper.
They say I'm spreading heart break, and
all types of pain. But all I'm really
guilty of, is spreading a love type thing.
If your woman is fine my brother, it's
gonna be a crying shame, cause if I
can't control my head, it's gonna be
a love type thing, if she calls good
love 69 9 69
Til' I find a deserving queen, I'm goona
have my fun, Keep on busting out my
baby, and staying on the run. You know
I can love you mamma, the way you
know I should, cause it ain't how good
I make it baby, it's how I make it
To whom it may concern:
Thank you for picking up the tiger
kittens under the Thompson stairway.
We found them on the highway but
couldn't keep them and we felt someone
who could give them a good home would
take them. Thanks again.
Confidential to Baby Dolls:
It has been known to happen in very
rare cases. I wouldn't worry myself
sick about it; but if you're the worrying
kind, I'd take it easy.
THOSE OF YOU SUBMITTING ARTICLES TO THE "CYCLE" PLEASE TRY TO
GET THEM IN BEFORE THE DEADLINE OR AT LEAST A DAY BEFORE. MOST
OF THE ARTICLES AREN'T TYPED SO WE HAVE TO TYPE THEM OURSELVES
BEFORE 5 O'CLOCK OF THE DEADLINE DAY. IF WE RECEIVE LETTERS
TO THE EDITOR, THE EDITOR HAS TO ANSWER THE LETTER AND BOTH HAVE
TO BE TYPED BY OUR ONE TYPIST IF YOU CAN'T GET MATERIAL IN UNTIL
THE DEADLINE DATE, PLEASE TRY AND HAVE IT TYPED.
THERMOGRAPHED WEDDING INVITATIONS
Special Discount to Students
BUSINESS - OFFICE - SOCIAL
P O. Box 300
See Wes. I A. Building
MEMBERSHIP OF FACULTY
SENATE FOR 1972-73
Dr. Paul Girling
Dr. A. Or in Leonard
Dr. Harold Melvin
Dr. Stanley Dick
Dr. George Steffanides
Dr. Francis Powers
Mr. J. Walter Richard
Mr. Colin Bourn
Miss Irene Miranda
Mr. Mike Siegel
Mr. Robert Tapply
Mr. Frank Patterson
Mr. Anthony Feroci
Mr. Raymond G. Hoops
Mr. Walter F. Harrod
Dr. Edward Martens
Mr. Nicholas Copoulos
Dr. Christian Cosgrove
Mr. James Balentine
Miss Marion Cushman
Mrs. Margaret McDowell
Mr. Frank McSherry
Mr. Charles Panageotes
Mrs. Helene Riley
Dr. Mildred Vinsky
Miss Jane Kerr
Miss Katharine O'Connor
Miss Elizabeth May
Dr. Walter Jeffko
Mr. William Saville
Mr. Norman Carson
Dr. Muriel McAvoy
Dr. Caroline Murphy
Mr. Louis G. Frank
Dr. William Brown
Dr. Norman O. Locke
by MAUREEN MCCARTHY
Our thoughts were fused with our hearts
Into one being.
We were liberated in our skeleton, ,
and we ran and laughed and worked
When the room is gone, our skeleton
will not have
Faded with the sun.
It will take on new dimensions.
It will grow and bud from
Some greater limb.
The wind blows away our handsome blossoms
But the root survives and brings forth
A new flower.
"The verses on them say and say,
The living who came today
to read the stones and go away...
tomorrow dead will come to stay."
from Robert Frost's "To a Disused Graveyard"
M. Radziewicz (class of "74")
HAVE YOU EVER GOTTEN SCREWED BY THE FITCHBURG MERCHANTS,
TELEPHONE COMPANY, UTILITY, OR LANDLORD'.'
Do you remember the old store past the railroad that sold picture postcards,
two for a nickel? Remember how excited you got when you saved up enough money
to buy your Mom a cheap plastic planter for Christmas. Today you as an adult
pass by and look in the window, ' 'Gee, somebody should tear down that old junk
store. What an eyesore!"
M. Radziewicz (class of 74)
C °* /^\
' V j
\TElc ml Vo^ , X|/> ^ x ft)
When they find out you are a student, do they treat you differently? Do you get
security deposits back from landlords promptly? Do you know anyone who has
bought a second hand car that fizzled out after three days? Do you feel that your
utility rate is a little bit to high?
The Fitchburg Consumer Protection Service deals with these types of problems
for the whole Northern Worcester County area. We felt that there was no place
a consumer could go when he had problems. Our office has just opened full time
and we need people to be investigators. After a short training period the in-
vestigators will take complaints and follow them through until a settlement is
reached. All that is needed is an interest in the area and four hours of free time
Credit is also available for the work on an individual basis.
Any interested students contact Alice Seagull at S.G.A. or call Dania at Legal
Were "You" There?
BEEN LOOKING FOR A PARKING SPACE LATELY AND BEEN HAVING
TOUBLE (PERUSUAL) IN FINDING ONE WELL YOUR TROUBLES ARE NOW
OVER! WE NOW HAVE AMPLE PARKING SPACES— ENOUGH FOR 400 CARS.
THE ONLY HITCH IS THAT WE WILL HAVE TO BE CONTENT WITH WALK-
ING A SHORT DISTANCE IN ORDER TO TAKE ADVANTAGE OF THIS LUCKY
BREAK. THE PARKING IS DOWN AT THE WALLACE CIVIC CENTER AND
BETWEEN THE HOURS OF 7:45—9:45, AND 12:00—2:00 THERE WILL BE
A BUS GOING BACK AND FORTH EVERY 10 MINUTES BETWEEN VARIOUS
POINTS ON THE CAMPUS AND THE CENTER. THE COST OF THIS PROGRAM
IS $750.00 AND IT IS BEING PAID BY STUDENT GOVERNMENT. USE THE
SERVICE, PLEASE, OTHERWISE IT MIGHT NOT BE CONTINUED NEXT YEAR.
DON'T BE AFRAID TO WALK A SHORT DISTANCE, AFTER ALL YOU WILL BE
PARKING IN A SAFE AREA AND ONE WHERE YOU ARE SURE OF GETTING A
Hurrah for the good number of students
who rolled out of bed nine o'clock Wed-
nesday morning for the "Conference
Day" meeting of the Special Education
Department in Weston Auditorium! This
meeting was suggested and initiated by
"Some" students. Were "you" there?
Senator Joseph Ward, guest speaker,
began the session with discussion of
Chapters 750 and 766. Those of you who
have never heard of 750 or 766 would
have benefitted more from his twenty
minute explanation of the legislation than
from the sleep you gained. He briefly
explained that Chapter 750, enacted in
1961, provides 13,000 emotionally dis-
turbed youngsters with mandatory care,
rehabilitation and education. Under this
la>v. such a child may be sent to any
one of the best schools in the United
States, at the state's expense. With up
to $9,000 being spent per annum per
child, in a school such as Brown, the
cost is astronomical. Ward is advocating
services within the commjnity - with a
redirection of funds, such a cost might
not be greatly reduced, but programs
would be improved.
Chapter 766 (The Bartley-Daly Special
Education Bill) does not take effect
until September 1, 1974. However, it is
important to become familiar with the
law's major provisions as soon as
possible. One of the changes affects
the nomenclature considerable, in that
labels (trainable, educable) will be
removed. With emphasis on keeping a
child under optimum conditions - in
his own home, with attendance in regular
classes and schools - indications point
to the fact that ' -every' ' teacher ' ' should' '
have expertise in the field of special
education. These laws "will" affect your
roles as teachers.
Concerned? You should be! Confused?
Nine faculty members expressed a con-
cern and i willingness to talk with you
about matters such as these. If you
missed the meeting, take a walk over
to Edgerly - third floor - make your-
In-Depth Study Of Middle East Crisis
by MICHAEL SIEGEL
In completion of our joint doctoral
dissertation. Jerry Gephart and I spent
over a year in studying the Arab and
Israeli propaganda campaigns in Ame-
rica. This kind of in-depth study can
be most revealing in any attempt to
understand the central concerns of the
Middle East crisis and the mentalities
of the conflicting parties which help
explain this human tragedy.
The study of Arab and Israeli pro-
paganda revealed 8 basic issues of
contention between the two groups. These
include: claims to Palestine, refugees,
controversy over the Six-Day War,
boundaries, Jerusalem, the Arabs in
Israel, negotiations, and the balance
of power. Each of these issues reflects
an overall area of contention, rather
than specific events of a given time.
The question of claims to Palestine
is based on historical and religious
arguments of both groups. The Israelis
have relied on a convenant with God,
while the Arabs have cited their
occupation of Palestine as justification
for their control of the Holy Land.
The Israelis counter this by citing their
own habitation of Palestine, in addition
to the fact that the only time Palestine
was a sovereign land was when the
Israelis controlled it. The Israeli re-
ligious argument is countered by the
Arab belief that they are part of the
"seed of Abraham" and that modern
Israelis are not descendants of the Jews
of the ancient Middle East, but are
Western Europeans who are really out-
WHERE IS HOME?
The problem of refugees has been the
most consistently visible barrier to the
resolution of this crisis. Charges and
counter-charges have been heard from
the spokesmen of both sides. In essence,
each blames the other for the existence
of this dilemma. The Arabs charge that
the very creation of Israel caused many
Arabs to flee their homes and become
forgotten casualties of the new Israeli
state. Arab charges further cite the
Israelis for the refugee problem which
occurred after the Six-Day War. As the
Israelis occupied the Gaza Strip and the
West Bank, say the Arabs, hundreds
of thousands of Palestinians were dis-
placed from their homes. The Israelis
respond to all of this by indicating that
Arab attacks against the new State of
Israel in 1948 was the real cause of
the refugee problem. Further, Arab
belligerency in 1967 is blamed for the
War and its aftermath of human tragedy
in the form of Palestinian refugees.
Basically, the Israelis take the position
that a realistic acceptance of Israel
from the beginning would have avoided
the refugee problem that now exists.
Further, the Israelis argue that the
refugees are used by the Arab states
as political pawns and that they, the
Israelis, have done more for the refugees
than their Arab brothers. They cite the
40,000 refugees who now work pro-
ductively in Israel as an example.
The controversy over the June, 1967
was has been another prolonged issue.
Neither side accepts responsibility for
the outbreak of the war and, at the same
time, blames the other. The Arabs charge
that Israel was first to attack with its
aircraft. They say that Israeli bombs
hit on Arab soil without warning or
justification. As a result, the Arabs
were placed in the position of having
to forcefully defend their homelands as
a result of Israeli aggression. The
position of the Jewish State is that the
Arabs first carried out an act of war.
This aci was the blockade of the Gulf
of Aquaba, the source through which
important supplies for Israel were
shipped. They also point out that a
blockade of this kind has been historically
considered to be an act of war. The
Israelis respond to the Arab position
that they had every right to blockade
their own waters by pointing out that
the agreement after the 1956 hostilities
allowed for free passage by Israeli
ships. Israeli rhetoric also cites the
massing of tanks by the Egyptian army
on the Sinai as a direct threat of war,
necessitating a defensive response by
The issue of acceptable boundaries has
exacerbated the Middle East crisis. The
Arabs insistthat Israel remove its forces
from the areas occupied as a result of
the June war; the Israelis persist in
their belief that no withdraw) can be
made before direct negotiations and a
long-range settlement with the Arabs.
The Israelis support this position on
the basis of their previous experience
in the 1956 hostilities. At that time,
they did agree to withdraw, a decision
which was supported by the United States
and the international community. It
became apparent to the Israelis, how-
ever, that this support was not carried
out as originally intended, thus resulting
in their decision not to withdraw until
direct peace with the Arabs is obtained.
The Arabs characterize this Israeliposi-
tion as warlike and expansionist in
nature. They insist that the lands now
occupied by the Israelis belong to the
Arabs, and no peace can occur until
these lands are returned. Israel responds
to this by referring to these territories
as necessary to the defense of Israel,
at least until permanent boundaries are
established. Even then, say the Israelis,
there cannot be a return to the prewar
Jerusalem has become a highly emo-
tional issue in the Middle East crisis.
Its significance as a holy city and
place of reverence in the three major
religions inevitably leads to a highly
charged emotional context. Basically, the
Arabs support their position that the
old section of the city be returned to
the Arabs on the basis of its Arab
nature. It was part of the Kingdom of
Jordan before the Six-Day War and
should be returned to that status now.
The Arabs also hold to the position that
Jerusalem has deep religious signifi-
cance for them and should not be con-
trolled by the Israelis. Jewish ties with
Jerusalem are generally well under-
stood by the American public. The
Israelis have developed their argument
for retention of the Holy City on this
basis. Beyond the generally acknow-
ledged ties of the Jewish people to
Jerusalem, the Israelis point out that
when Jerusalem was under Arab rule,
Jewish people were barred from visiting
their holy places including the most
holy, the Wailing Wall. Now, say the
Israelis, all three major religions have
access to their holyplaces in Jerusalem,
and not just the Arabs. They go on to
argue that Jerusalem is the most holy
Jewish city, while it is the third most
holy city for the Arabs, after Medina
The controversy over Arab citizens of
Israel has been based on Arab charges
that they have been treated as "second-
class citizens." It is emphasized in Arab
• rhetoric that Israel is inherently a
Jewish state and her Arab citizens are
therefore treated as a secondary popu-
lation. Israeli Arabs, say such charges,
do not have the same rights as Jewish
citizens of Israel. In their counter of
such arguments, the Israelis state that
no Arab country has given its citizens
the same opportunities as exist for
Israeli Arabs. It is pointed out that
their economic status is higher than that
of any Arab country. In addition, say
the Israelis, the only discrimination
against Arab citizens is that they are
not required to join the Israeli army.
This policy exists because it would be
unfair to force Arabs to fight their own
"Brothers." However, Arabs may
volunteer to join the Israeli armed
forces, if they so desire.
The question of negotiation shas been
a highly sensitive area of difference
between the two sides. Arab policy in
this regard has supported the interven-
tion of a neutral third party (Gunnar
Jarring, for example) to attempt to reach
a compromise solution to the conflict.
They have adamaitly refused to discuss
the crisis directly with the Israelis.
The Arabs say that they will not discuss
anything with the Jewish state until such
time as Israeli forces are removed from
the occupied areas. The Israelis are
characterized as invaders and illegal
trespassers into the territory of other
sovereign states. In such a situation,
the Arabs feel that they cannot discuss
their differences with the Israelis
directly. Another factor may be that
the Israelis would be coming to the
bargaining table from a position of
strength, as things now stand. The Arabs
already lost a military battle and cannot
afford to lose diplomatically. Therefore,
they may feel that the returning of the
occupied areas to the Arab nations
involved would create a more even-
handed atmosphere. The Israeli position
on this issue directly contradicts that
expressed by the Arabs. They insist
on direct negotiations before any land can
be negotiated or returned. The Israeli
argument is that the return of these
lands would create the identical situation
which caused hostilities twice before
(1956 and 1967). Thus, the insistence
upon the territorial integrity of Israel
and its right to be a sovereign state
must be acknowledged by the Arabs
beofre the Israelis will put themselves
in a position which makes them sus-
ceptible as they were before the Six-
Day War. Thus, the two sides are
unable to agree even on the forum in
which the problems they face can only
The balance of power in the Middle
Ease is symbolized in the struggle
between the United States and the Soviet
Union for influence. The vast oil interests
in the Arab world have a direct bearing
on this dilemma. Since Israel has no
oil as a resource, the Arabs have a
strong point in their favor. United States
policy has consistently been pro-Israel
since the creation of the Jewish state.
However, in recent years, the policy
expressed by this government has been
one which advocates military balance in
the area. That is to say that neither
side should have a military advantage
over the other, and as a result, the
United States has been more restrained
in selling supplies and equipment to
Israel. In the meantime, however,
Russian support for the Arabs (parti-
cularly Egypt) was increasing and this
situation led to a strain in the friendly
relations between the U.S. and Israel.
Arab rhetoric was significant here. As
they received more Russian aid, the
Arabs began directing their verbal
charges toward the Americans instead
of Israel. They placed the burden of
responsibility on the United States as
the major supporter of the Israeli
government. These charges apparently
had some effect, since the United States
then attempted to develop a more mode-
rate stand in its approach to the Middle
East. In the midst of this situation,
the Israelis held firm to their position
that the only real way to settle the
crisis was for direct negotiations to
occur, and an imposed settlement was
out of the question. In the meantime,
however, it was vital for Israel to have
proper military readiness, in the event
the Arabs started new hostilities. This
was particularly important since the
Russians had become more heavily in-
volved in supplying armaments and
"advisors" to the military establish-
ment of Egypt. Thus, the balance of
power in the area became a major issue
and one which, said the Israelis, gave
comfort to the Arabs and their extemism
because of U.S. vacilation on the crisis.
INFLUX OF PROPAGANDA
In studying the effects of the propa-
ganda efforts of the Arabs and Israelis
in the United States, we found that
other factors may have predominated.
One cannot help considering the cultural
ties between Israel and the United States
as a marked influence in the campaigns.
The Israelis had a ready-made group of
opinion leaders in the six million Ame-
rican Jews, who could disseminate the
case for Israel to the general public.
This was particularly relevant since the
Jewish community has a far greater
percentage of professional and public
leaders than its numbers call for. In
addition, the large number of Jewish-
American organizations are inaposition
to distribute their message easily. In
addition, one of the Arab charges has
been that Jews control much of the mass
media in America. With such control
and influence, either through direct
management or through financial pres-
sure, the Israeli position becomes more
easily disseminated to the general popu-
An intricate part of these cultural
ties is the common religious bond
between Jews and Christians throughout
the Western world. The common refe-
rence to the Old Testament as the ori-
ginal source of both religious bodies
makes the process of communication
more open and empathetic. On the other
hand, the Arabs must communicate to
continued on page 15
AND THEY TELL ME A FRIEND IS DYING.
by BRUCE W. BOSSELMAN
Edward A. Smith Jr., 20, of West
Springfield was killed in a blazing head-
on crash with a large diesel trailer
early Sunday morning, July 30th, at the
North Harwich Bridge over-pass on
Until now, this tragic event has only
been brought to the attention of the
students of F.S.C. by word of mo-rth.
No article has been written for the
Cycle, no notices on any bulletin board,
nothing has been done. Is this all that
Ed deserves, justafew words in passing?
I hope not.
There were only eight people from
F.S.C. at the funeral. This is under-
standable since Ed's death was so sudden,
but does that stop we students from
showing our concern? Has anybody
taken the time to find out if anything
is being done in Ed's memory*?
I had notices about the Memorial
Fund that has been set up at the West
Springfield YMCA, but held off in posting
them to see if anything was going to be
done on campus by the Junior Class.
SGA, or FIAA. It seems everyone has
forgotten about Ed or just doesn't care.
If anyone feels that the students at
F.S.C, would support some type of re-
memberance. please let me know. I
hate to see Ed's memory pass without
any sign of concern from his friends,
and fellow students.
continued from page 14
the American public as outsiders. In
other words, they come from a culture
that has been influenced by Asiatic
oratory which is highly emotional and
bombastic, whereas the Israelis are
influenced by the Western world Attic
oratory which is more rigid and logical
in nature. Thus, the cultures of the
groups involved have been highly in-
fluential in the propaganda campaigns.
As an example, the Arab slogan of
"throw the Jews into the sea" would
be considered as unacceptable to the
American people. It was therefore
necessary to change this kind of rhetoric
to the more moderate stand of creating
a 'free democratic Palestine State."
The Arab mentality of highly emotional
and feeling-oriented responses to
situations may be a handicap in dealing
with Americans who are trained to
think more '"logically or rationally."
It is for this reason that Arab pro-
pagandists have retained American
public relations firms in recent years.
This move has helped the Arab case
to be presented more in line with the
values and attitudes of the audience--
the American people.
In determining the effect of the pro-
paganda campaigns, we came' to the
conclusion that these factors were more
influential than the messages them-
selves. It is true that their is a greater
number of Americans who haveaneutral
attitude toward the M iddle East, but this
cannot be attributed to either the suc-
cess of Arab rhetoric or the failure
of the Israelis. Previously, there was
a greater percentage of Americans (on
the basis of polls) who supported Israel
outright. Perhaps Arab propaganda has
had some effect in creating more "neu-
trals." This, however, cannot be stated
wkhout reservation since the overall
American opinion since the creation of
Israel in 1948 has been pro-Israeli.
It may be that the Arabs are making
an attempt that is futile, as they try
to reach the American public. After all,
can a legacy of two thousand years really
be overcome in 25 years????
Held Over For Four More Years
BY S. A. MALONE
In January of 1968, Richard M. Nixon
opened in the off Broadway production
"Mr. President". Throughout his
engagement at the White House, Dick
received mostly unfavorable reviews
from the critics. Nevertheless, the
audience insisted he be signed to a new
four year contract. What follows is a
brief summary of Dick's last season
Oliphant Denver Post
ACT I: RATION OF INFLATION
As the curtain rose. Dick was shown
trying to win over the economy with a
wage-price freeze. AFL-CIO President
George Meany criticized this. saying
"...(there a re) no food controls because
the President has said food controls
would require abig bureaucracy". (Since
1971, fruits, vegetables, grains, poultry
and livestock have increased in cost
by over 16%). Complaints also came
from members of the audience who
routinely push shopping carts.
Graysmith San Francisco Cronlcle
ACT II: NO ENJOYMENT WITH UNEMPLOYMENT
'Come on . . . now you con do if
ACT IV: CAMPAIGN WITHOUT STRAIN
^^L . ^^^L ',
Ml ' k
In] Mil -
■ - Denver 1'nst fl
In this final act, Dick spent most
of his time off-stage. The lines were
covered by a cast of presidential aides
and advisors. Members of the audience
who were in big business were invited
up on stage. They brought with them
42 million dollars. Representatives of the
mass media wished that Dick had more
dialogue in this particular part of the
show. However, his biggest line was,
"I am the incumbent". Washington Post
political specialist David Broder
complained, "An election is supposed to
be the time a politician --even a Presi-
dent—submits himself to the jury of
the American voters. As a lawyer,
Richard Nixon knows that if he were as
high-handed with a jury as he's being
in this campaign, he'd risk being cited
for contempt of court".
. and for you good voters, a copy of my Labor Day 'work eihic' speech 1 '
Presidential Assistant JohnD Erlich-
man entered, stage right. He recited
simply that unemployment was "down
to teenage blacks, welfare mothers, and
folks of that kind.. .people who can't hold
jobs." While he spoke, a black and white
backdrop was rolled onstage. It read,
Rate of unemployment 1968
White collar worker 3.2%
Blue collar workers 2.0%
The third act, How to Handle a Scandal
was not listed on the program. Its two
scenes—The ITT Affair, and Water-
gate- -were preformed entirely behind
closed curtains. Periodically, Dickpoked
his head through the curtain and smiled--
with his mouth closed. The audience
sighed and went out for popcorn. (They
must have thought it was intermission).
Chicago Daily News
"If I didn't see it with my own eyes, I wouldn't believe it."
"Ducklnc the issue"
SPECIAL BOXOFFICE ATTRACTION: VIETNAM
Even the best of shows have their
off nights. In order to draw crowds, the
producers had to think of a gimmick.
De-escalation no longer excited the
public, so they had to think of a better
war attraction. They came up with Fur-
ther Negotiations for Peace, More Peace
Talks, New Plans for Peace. But even
these got a bit tiresome. Just before
the show closed, they tried Peace is
Near. That worked wonderfully, so the
next week they used Peace is Nearer.
That must have done the trick, because
here we are and there they are. It's
the same old show again. I wonder how
much longer they can use the peace
gimmick? Well, we'll scon find out.
The curtain is about to go up
Peters Dayton Daily News
Outlook Bright For Varsity
by DAVE SETTELE
Below are listed the current activities
that are now scheduled for the rest of
November and December. There will be
additional programs including such
activities as skiing, skating, roller
skating, swimming, cycling, camping,
back packing, tenting, and various other
outdoor activities and recreational
Look for lists of activities, times,
etc., in the lobby of the physical edu-
cation building, the dorms, the com-
muters lounge, the women's and men's
intramural bulletin boards, and the
Most activities will be held with no
fee necessary or a very nominal fee
to cover expenses; activities are to
be provided through partial use of your
Student Activities and Athletic fees.
There will always be one activity sche-
duled a week night plus open-gym for
all on weekends. Students interested in
participating with the athletic depart-
ment in scheduling these various activi-
ties are urged to contact Mr. Settele.
SCHEDULE OF ACTIVITIES
December 2 - Sat. - Open Gym 2:00-5:00
3 - Sun. - Open Gym 2:00-5:00
4 - Mon. - Swimming (no charge) Fitchburg YMC A 8:30-10:15 (buses)
( no charge)
6 - Wed. - Bowling at Hub Alleys 6:00-8:30 FREE!
9 - Sat. - Open Gym 2:00-5:00
10 - Sun. - Open Gym 2:00-5:00
13 - Wed. - Bowling Hub Alleys 6:00-8:30 FREE!
16 - Sat. - Open Gym 1:00-5:00 (That's one o'clock ' til five o'clock)
17 - Sun. - Open Gym 2:00-5:00
18 - Mon. - Swimming Fitchburg YMCA 8:30-10:15 (buses) (no charge)
by DICK INGEMIE
Coach Norm Carson invited all those
not trying out this past fall season and
all those whose names appear on the
following roster to Spring practice in
Joe Connors, Dick Ingemie, Dave Mc-
Dermott, Frank Crossman, Brian Kane,
Guy Pettoruto, Don Freda, Chuck Kara-
lekas, Greg Piccuci, Pete Gagnon,
Howard Klash, Leo Shaughnessey, Steve
Gould, William Law, Chris Uhl, Fred
Holder, Mike Marino, Fred Vona, Jim
Kane, Steve Walkowicz.
If you did not participate this fall
or did not sign up you are invited out
for March. There will be 18 varsity
uniforms handed out. A turnout of over
30 players will lead to the implementing
of a J.V. program. This gives everyone
playing time and 2nd team players will
be fed to the varsity throughout the
season. We have uniforms . equipment and
coaches, all that's needed is a playing
committment of 30 or more players.
This means a full-time committment
to practices, daily 4-6 once we're out-
side and to all games which may take
you out of classes in April and May.
The J.V. program will not be run with
b.v DICK INGEMIE
The 1972 soccer season will consist
of a double-elimination tournament with
the opening game pitting the defending
champion Mohawk Go's against the
Esso's, while the Fenwicks will play the
Independents. Winners will advance to
the winner's bracket while the 1st game
losers will meet in game three. The
loser of game three will be eliminated
and the remaining 3 teams will play-
Schedules will be posted on the M.I.B.
board with games played at 3:30 at the
SWIM TEAM NOTICE
To all who answered the call for swim
team members, we're most grateful.
We're still contacting and being con-
tacted by various schools for meets.
So far so good.
As far as we know, practices will
be starting around Christmas, as soon
as the schedule for practice is finalized
and approved, it will be printed in the
paper. We'll also have a meeting with
the coach. Lou Lorenzen. in the near
We'll keep in touch,
CROSS COUNTRY RESULTS
by DICK INGEMIE
The M.I.B. cross-country run was held Tuesday November 7th, The course
traveled from North Street to John Fitch Highway up Pearl Street and back to
North Street finishing past Weston Auditorium. Four teams ran, walked and maybe
crawled the distance and here are the top 10 finishers!
1. Purcell - Fenwicks
2. Kenny - Mohawks
3. Tracy - Fenwicks
4. Karalekras - Freshman Basketball
5. Bodo - Seals
6. Hanalan - Mohawks
7. Phelps - Seals
8. McCuiness - Fenwicks
9. Harrington - Mohawks
10. Matson - Seals
Team results!'. Lowest points wins!!
Fr. Basketball 65
The top 22 runners (top 5 of each team) scored the points and the winning team's
spots of finish were: Bob Purcell 1st, Peter Tracy 3rd. Steve McGuiness 8th,
Dave Reid 11th and Brian Kane 22nd.
by CHRIS UHL
The Fitchburg State Falcon Varsity
Basketball team is currently involved in
the task of improving last season's
disappointing 9-13 record. Last season
it was felt by both coach and players
alike, that the season would be most
successful but academic problems and
crippling injuries halted what might have
proved to be the Falcon's most success-
ful basketball season ever.
This year, however, the outlook is
indeed bright again with the Falcons re-
turning nine lettermen to the twelve man
team and with needed additional help
coming from three first year players.
The Falcons are led by their 6'7"
high scoring center Steve Ma;jer. Mager,
who has been the leading scorer for the
Falcons the past two seasons, will be
counted on to carry much of the scoring
load again this year. Mager averaged
nearly 25 points per game last season
along with 15 rebounds per game and is
considered as one of the premier centus
in the state.
Joining Mager on the front wall for
the Falcons will be "high jumping"
Bill Hackler and Jim Todd. Hackler is
an excellent shooter and while standing
but 6' 3" will be able to rebound with
anyone because of his tremendous leaping
ability and timing. Jim Todd is also a
fine shooter and excellent ball handler
with the ability to get in close to the
basket for either rebounds or top- ins
and should be of great service to the
Falcons this season.
The back-men for Todd and Hackler
are Rick Donnelly and Tom Murray,
both of whom will receive plenty of
playing time. Donnelly is an excellent
rebounder and good outside shooter and
having a year of experience should
greatly improve his play. Murray is
probably the quickest of all the forwards
and may also receive some playing time
at a guard position as well.
The guard positions for the Falcons
will be filled by two of four candidates
at this moment. Mike Lorden, Rich
Mirello, Chris Uhl and Doug Ahern are
currently involved in a fight for starting
berths which may not be settled even
as the season begins. Rich Mirello has
been the mcst impressive in pre-season
practice and should prove a valuable
addition to the back-court injecting fine
shooting and excellent ball handling into
the Falcon line-up. Mike Lorden and
Chris Uhl both have been shooting and
passing well during most of the pre-
season drills, Doug Ahern is probably
the most effective outside shooter on
the squad and while standing 6'3" will
probably see action at a forward position
as well. Greg Piccuci and Gene De-
Camp are two returning varsity guards
who are currently sidelined with injuries
but will join the team at a later date.
The Falcons are putting on the court,
this season, the strongest team in the
school's history. The team has
experience, talent, and a strong desire
to make this season the best ever.
The Falcons, based on last year's season
and scouting reports from around the
league, are one of the strongest state
schools and are among the favorites
to capture the State Conference Champ-
Fenwicks Capture 2nd Straight
by DICK INGEMIE
Dave Reid swing-pass to Brian Kane,
24 yds., Dave Reid screen pass to
Brian Kane, 26 yds., touchdown, Brian
Kane option-pass to Dave Reid, Dave
Reid pass to John Lewis, touchdown,
Bob Ware off-guard 5 yds., Brian Kane
off -tackle 10 yds., and on it went through-
out the season and the championship.
Combined with another shutout perfor-
mance by the defense the Fenwick Blues
defeated 2nd North of the Dorm 16 -
for their second straight title and a
two season record of 19 wins and
losses. This year's 11-0 record is
the best ever in M.I.B. play with an
offensive average of over 30 pts. per
game and a defensive average of 0.5
points given up per game.
Monday's finale was not a run-away
however. 2nd North trailing 8 - in
the 2nd half almost scored on a 30 yd.
pass from Guy Petrullo to Steve Heitz
but Steve caught the ball just out of the
end-zone. That would of made it 8 - 6
with a chance at a tying 2 pt. conversion.
But after the near miss, the Fenwick
Blues drove down the field again mixing
running plays with passing and John
Lewis scored the clinching touchdown on
a short pas splay.
Field conditions, wet and muddy,
slowed both offenses, but good perfor-
mances were turned in by Brian Kane,
John Lewis and Dave Reid for the
Fenwicks while Steve Heitz and Guy
Petrullo did the ball moving for 2nd
Defensively, Gene DeCamp, John
Lewis and Dave Reid had interceptions
while John Pouliot and Jerry Marchia-
giani handled the line play. For 2nd North
Guy Petrullo had an interception while
Doug Robbins made some key stops.
f— CO*»*<Tion» ON COMTKAtANO